Pass the Power

At the beginning of the year, our Superintendent Bret Champion, charged the Leander ISD staff with "Passing the Cape."

He actually took his cape off and passed it to a student! This powerful passing of the cape symbolizes how we as educators need to give students the ownership in their learning.

I was reminded of this powerful speech at an RTI Math Symposium at the University of Texas with Barbara Dougherty and Karen Karp. Both professors are NCTM Board Members and certified teachers of Elementary Mathematics, Secondary Mathematics and Special Education. Throughout the day, these ladies emphasized the importance of having students communicate their own math learning. They talked about "Passing the Power" in the math classroom by using a simple tool:

Here is how you "Pass the Power":
1. Teacher selects a student to share mathematical thinking.
2. The teacher exchanges the "Power" (in this case it's a pen) by handing it over to the student.
3. The teacher sits down in the student's seat and becomes part of the class.
4. The student has the opportunity to share their thinking.
*5. Remember, the teacher should not say much of anything and let the student talk, ask and answer questions of the class!

*Note: Step 5 is the most important.

Remember, the person doing the talking is the one doing the learning! Next time you ask students to share their mathematical thinking, try this technique. Comment below and let us know how it goes!

Number Talks

I was worried about my children not understanding Number Talks, but it was amazing how quickly they wrapped their brains around different mental strategies.

Christi Muto

3rd Grade, Parkside Elementary

Number Talks are classroom conversations around purposefully crafted computation problems solved mentally. What a great way to "warm-up" students' brains, but more than that, they are a fun way to build number relationships.

Key Components of Number Talks

1. Classroom environment and community

• Number talks build a cohesive math community. It is so important that this is a risk-free environment.  Designate a place in your room where the students sit altogether on the floor. Have a place to write because in Number Talks the teacher does the recording!

2. Classroom Discussion

• Since the computation is done mentally, provide plenty of time. Use a signal such as thumbs up on their chest to show they have the answer. Students are given the opportunity to share their strategies and justifications with their peers. The benefits are students clarify their own thinking, test other strategies to see if they are logical, apply number relationships, and build a repertoire of efficient strategies.

3.  The Teacher's Role

• Since the heart of Number Talks is classroom conversations, the teacher becomes the facilitator. The teacher writes down all the students' answers. Then the students can "justify" their answers by sharing their strategies. While the student is explaining a strategy the teacher is recording the strategy on the board. What a great way to model recording strategies!
• Teacher poses questions to the students to lead the conversation. By changing the question from "What answer did you get?" to "How did you solve this problem?" the teacher is able to understand how the students are making sense of mathematics.
• Don't be afraid to share incorrect solutions. Wrong answers can lead to great classroom discussion and point out misconceptions a student may have.

4. The Role of Mental Math

• Number Talks help the students focus on number relationships and use these relationships to solve problems. When students approach problems without paper and pencil, they are encouraged to rely on what they know and understand about the numbers and how they are interrelated.

5. Purposeful Computation Problems

• Careful planning before a number talk is necessary to design the problem that is "just right." The learning target should determine the numbers and operations that are chosen.

Here is what Leander teachers are saying about Number Talks:

I begin class several times a week with number talks. This is a great way to get kids thinking about math concepts and not just memorizing "how the teacher said to do it". It also models how to communicate your math thinking. I see students using the same symbols that I modeled sometimes in their problem solving. We have a common format for communicating. By having the students defend their answers, it also helps them understand "justifying" when communicating solutions. Number talks are a great way to start a lesson.

JoJo Fentress 

2nd grade, Naumann Elementary

I use them almost everyday! We talk about numbers (odd/even, what comes before after on the number line, how many more/less to get to 5 or 10, different ways to represent a number - numeral, tallies, doubles, an octopus for 8, triangle for 3, twins for 2 and anything else we can thing of that relates to the number) and I use the dot cards. The kids love the dot cards!  One day I had a Watch Dog in my class during number talks. He owns his own computer gaming software company and is a really smart guy. He came over to me later and told me how impressed he was with the dot cards and what we were doing with them - especially since it was a kindergarten class. I have a pretty high math class overall, so I am also including partial number sentences when the kids tell me how they saw the dots. So for the number 8 we had things like:

8

5+3

3+3+2

4+2+2

6+2

2+1+5

I also have all the kids put up fingers as the person tells us how he saw the dots. That way they are actively participating and making the number. The biggest success is that kids don't just think of 8 as 8 and counting out 8 objects - they understand that it can be represented different ways and can be taken apart and put together many different ways.   

I also talked about the dot cards with parents at our parent teacher conferences. I wanted them to understand what we are doing with them. I had one mom tell me that they were what her second grader needed because she was struggling with her math facts. I told her that when her second grader was in kindergarten we did not have them.  :o(

Does it sound like I like number talks? You bet! It's always one of the most fun and engaging times of our day.

Colleen Welliver

Kindergarten

Steiner Ranch Elementary

After doing Number Talks with my students, one of my students came in the next day and asked me very excitedly, "Can we do "Math Speaks" again?

Ann Hutton

1st Grade, Mason Elementary

You can learn more about Number Talks in the book:
Number Talks: Helping Children Build Mental Math and Computation Strategies by Sherry Parrish

What are your thoughts about Number Talks? Please share! Post your comments below. 

The Math Classroom Challenge

Close your eyes and try to picture the perfect math classroom. Walk in the room. What does it look like? What does it sound like? What does it feel like?

Now, take a look at these two classrooms. After a quick glance at the two, is there a classroom you would prefer to learn in?

Did you know that classroom environment does affect instruction?

This summer, I recently presented a mini-conference called, 'Rate My Space.' In this half day session, we explored many necessities that every math class should include. Over the next few weeks, I will be blogging about these different elements of the math classroom. Let's call it the 'Math Classroom Challenge!' I encourage you to take the "Challenge" and try to rev up your classroom environment for this new school year! On the right-hand side of this blog, I made a button that you could grab and post on your blog. :)

By thinking about how space is used in our classrooms, we have to think about instructional priorities. Ask yourself, "What type of teaching am I going to do this year and what kind of space am I going to need to meet my instructional priorities?"

Here are the beginning topics and classroom spaces that I will discuss because I believe they should be instructional priorities in the math classroom:
1. Math Vocabulary: Math Word Wall
2. Problem-Solving: Math Manipulative Storage
3. Problem-Solving Sharing: Whole Group Area
4. Small Group Instruction: Small Group Area
5. Math Work Stations: System for Work Stations
6. Transforming Math Homework
7. Number Talks

In following posts, I am going to elaborate on each item and give some helpful tips in how to implement them into your own classroom. Real classroom pictures and examples will be included. There is no reason to reinvent the wheel when so many teachers are doing amazing things!

My hope would be for you to consider these areas in your own classroom. Would they work? Why or why not? 

Let's change the space in our rooms to create a structure of teaching that can open up opportunities to involve students in the learning. As Debbie Diller says, "when we model for students on how to create organized spaces, we will help them as learners over the years, too!" Please join me in taking the math classroom challenge!

<a href="http://lisdelemmath.blogspot.com/" target="_blank"><img alt="LISD Elementary Math" src="http://i1066.photobucket.com/albums/u408/Beth_Chinderle/00d1ecfd.jpg"/></a>

Don't forget to grab a button for your blog!