Teaching Number Talk
25*29
In Cate Humphrey's video, she spoke to elementary teachers about number talk. For an example, she completed a problem, 25 multiple by 29. Humphrey gave the teachers a few minutes to do the problem mentally and then asked a few people to share their answers. Two people gave two different answers, which made all people in the room go back through the problem in their head. The person who had first given their answer reailzed they were wrong. Humphrey then went back through the problem with that specific person so that they could realize where their mistake was. She had both people explain their thought process in full and answer the questions she had. By going through this, many teaching techniques were utilized. In the picture below, she shows how the one student produced the correct answer. When asking if the student would like to change their thought answer allowed them to find their mistake and boosted morale. When a teacher immediately shoots down an answer, the student is less confident and will not be as willing to provide their answers. Also, by asking for more answers it helped students to share their thought processes. Not all of your students will do math problems the same way as another. When sharing ideas, students could maybe find a more beneficial strategy to solve a problem.
Cathy Humphreys Teaching a Number Talk. (n.d.). Retrieved from
https://www.youcubed.org/resources/cathy-humphreys-teaching-number-talk/
25*29
In Cate Humphrey's video, she spoke to elementary teachers about number talk. For an example, she completed a problem, 25 multiple by 29. Humphrey gave the teachers a few minutes to do the problem mentally and then asked a few people to share their answers. Two people gave two different answers, which made all people in the room go back through the problem in their head. The person who had first given their answer reailzed they were wrong. Humphrey then went back through the problem with that specific person so that they could realize where their mistake was. She had both people explain their thought process in full and answer the questions she had. By going through this, many teaching techniques were utilized. In the picture below, she shows how the one student produced the correct answer. When asking if the student would like to change their thought answer allowed them to find their mistake and boosted morale. When a teacher immediately shoots down an answer, the student is less confident and will not be as willing to provide their answers. Also, by asking for more answers it helped students to share their thought processes. Not all of your students will do math problems the same way as another. When sharing ideas, students could maybe find a more beneficial strategy to solve a problem.
Cathy Humphreys Teaching a Number Talk. (n.d.). Retrieved from
https://www.youcubed.org/resources/cathy-humphreys-teaching-number-talk/