Number Talks Book Study - Chapter 2, Cont. & Makin' It Math Linky

Good day! Today's post serves two purposes---the continuation of our book study of Number Talks, by Sherry Parrish, and our mid-month Makin' It Math linky.  Therefore, make-its will be intertwined in a discussion of Chapter 2.

To read my previous Number Talks discussion of Chapter 1, and the beginning of Chapter 2, please CLICK HERE!

Chapter 2: How Do I Prepare for Number Talks, continued.

First, I would like to share how my students got prepared for number talks.  My students do A LOT of talking about math--explaining their thinking, justifying their solutions, comparing/contrasting their strategy use with that of their classmates, assessing the reasonableness of solutions--all while showing respect for their fellow classmates. BUT, I wanted to introduce my students to the Number Talk procedures outlined in the text because there were components of number talks that I had not used. I felt my students would benefit greatly from the consistency in procedures as well.

We began, as we do with anything "new", by making a list of expectations.  We did this at the beginning of the year when preparing for what we call math "chats", so I thought it fitting to do the same with number talks.  I talked to my students about how a number talk would work and asked them to generate a list of behaviors they felt would be important to show during this time. It's interesting how the first two behaviors on their list are almost directly stated from our social skills program and are quite fitting.  Loved how "think together" was put on the list.  I helped them with the word "praise" as a description of the kinds of positive things we say to one another when sharing ideas, even when there are some errors in thinking.

I also introduced the silent hand signals they would be using during number talks.  We practiced them several times before having our first "official" number talk. The signals are posted as reminders, yet they will not be needed long...  Feel free to download these simple posters by clicking the pic below.

I felt my students were ready to go, so I had to make sure I was ready.

Chapter 2 helped to prepare me...

After sharing four procedures and expectations essential to number talks, Sherry Parrish goes on to help teachers understand how important it is to anticipate the ways students will come to a solution. She suggests thinking through the possible strategies students may use to solve a given problem.  Even if you are not able to anticipate all of the strategies students will use, preparing yourself ahead of time in this way will increase your ability to understand what is being shared during the number talk.  Parrish also stresses the importance of thinking about how you will record students' thinking so that it clearly illustrates each strategy for students.

Below you will see some pictures of how I recorded students' thinking during two different number talks.  I will be recording on the SmartBoard just as soon as my computer glitches are fixed.  This will be a nice way to store records for easy reference.  For now, I am doing it on chart paper.

I chose the problems carefully as suggested early in chapter 2.  The majority of my students' understanding of place value is strong, and many use this understanding when adding two digit number, yet I wanted the whole class to see how making a landmark or "friendly" number can work (a strategy that some students have worked with in small guided math groups). 

Would love to hear your comments about what you see recorded.  Why do you think solutions are crossed out with names written next to them in the second pic? What do you notice about Abbi's thinking from one day to the next? 

As I reflect, one of my goals will be the addition/breaking up of each place value as described in the text to illustrate the separation of each digit's value in a different way.

Example:

29 + 29

(20 + 9) + (20 + 9)

(20 + 20) + (9 + 9)

Have I said how much I love number talks already??

Moving on...

I am sure many of you thought about student accountability when reading. I did. Parrish makes six wonderful suggestions for developing students' accountability:

• Ask students to use finger signals to indicate the most efficient strategy.
• Keep records of problems posed and the corresponding student strategies.
• Hold small-group number talks throughout each week.
• Create and post class strategy charts.
• Require students to solve an exit problem using the discussed strategies.
• Give a weekly computation assessments.

AND--What if students still need to develop mental reasoning?  Make manipulatives accessible, and use tools such as number lines, hundred charts, rekenreks, and ten frames as appropriate for developing conceptual understanding that is foundational to mental reasoning.

Finally, Parrish suggests five small steps toward teaching for understanding:

• Start with small problems to elicit thinking from multiple perspectives.
• Be prepared to offer a strategy from a previous student.
• It is all right to put a student's strategy on the back burner.
• As a rule, limit your number talks to five to fifteen minutes.
• Be patient with yourself and your students as you incorporate number talks into your regular math time. 

In the coming chapter readers receive support for developing specific strategies in their K-2 classrooms.  Hope you will stop back this coming Sunday for a discussion of Chapter 3! 

Now, some WONDERFUL NEWS!

Sherry Parrish, the author of Number Talks, will be doing a Q&A after the completion of our book study! We are collecting questions now, so feel free to send in any questions you have for Sherry from now up until the first week in February. We will also include a reminder in each of our book study posts. You may send questions to guidedmathadventures@gmail.com. Thanks go out to Sherry!

Last, but not least, we would love for you to leave your comments and link up any math made-its you would like to share!

Smiles,

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Guided Math in Action Book Study -- Chapters 3 & 4

Hello! Welcome back to our Guided Math in Action book study.  Today we are discussing and reflecting upon chapters 3 & 4.

Chapter Three
This chapter is all about preparing your kids for math workshop/guided math from the very first day of school. It's important to get off to a good start. Dr. Nicki recommends teachers do the following:

Establish Rules, Consequences, and Rewards

• Rules should be clear, explicit, few, written in positive language, and agreed upon by the class.
• Consequences should be immediate, fair/consistent. This leads to on task behavior.
• Rewards should be given (whether intrinsic and/or extrinsic) and kept--never taken away after they have been earned.

Establish Routines

• Students must know exactly what to do during work time.
• Spend the first four weeks practicing math workshop/guided math routines.
• Be consistent and predictable.
• Set timers and stick with your schedule.
• Have students practice working with centers independently, with partners, and in small groups.
• Practice a variety of centers.
• Teach students how to read task cards and transition.  
• Practice classroom manners and good sportsmanship.

Use Math Anchor Charts

• What do mathematicians do?
• How can we prove our thinking?
• How do we talk about math?
• What is sharing?

Create Visual Schedules

• There are many options.
• Consider using student pictures and icons.

Dr. Nicki goes on to discuss establishing a guided math area and compiling your teacher toolkit.

Guided Math Area

• Have a home base, yet meet in other places as well, such as at a center or an interactive whiteboard.
• Teach students how to come to area prepared, gain teacher access, and leave the area.
• Everything that is needed should be located in this area.
• Observe, inquire, and take notes.
• Do a variety of activities.

Teacher Toolkit

• student work samples
• record-keeping charts/forms
• paper and pencils
• whiteboards, markers, and erasers
• manipulatives (specific to concepts/skills taught)
• dice, dominoes, cards, etc.
• number lines
• timers
• pointers
• clear plastic page protectors/folders (for graphic organizers, work mats, etc.)

Question 1:
Click here to read about what is in my teacher toolkit!  

Question 2:
All of the centrally located math tools serve as my students' toolkits. Students can access any needed tools while working with centers/workstations, math journals, math vocabulary, math texts, etc.  Tools may be used at any time to reason through problems, prove thinking, illustrate problems they create, etc.  Students need not ask for permission to use a tool.  At the beginning of the year, we gather to talk about the purpose of math tools, how to use tools correctly, and how to tidy up tools for the next person.  Last year, our writing center was between our math drawers/tubs and cabinet with additional math tools.  This year, the writing center will be relocated so that everything will be housed side-by-side.

All tools are organized and clearly labeled in tubs above workstation drawers and in our math tools cabinet (sorry, some reading stuff is shown here as well).

Question 3:
I do many of the things Dr. Nicki recommends in this chapter, yet I want to incorporate the use of different timers (I need them, and so do the kids!), picture icons on my schedule, and a new record keeping system (discussed below).

You can view and read about our schedule (circle diagram) by clicking here.

One of the most important things we do the very first day of school is establish classroom responsibilities (these are our rules).  These are generated by students and agreed upon by all. They are signed and a copy is sent home to parents to discuss with their child.  Then responsibilities are posted in the classroom all year.  Students also keep a "My Responsibilities Sheet"  in their take-home binders all week, and they rate themselves daily.

We also spend valuable time talking about my role as a teacher and their roles as students during guided math time.  An anchor chart is created similar to Daily 5 t-chart--"I am..."/"Mrs. Masters is..." Courtney and I both do this and take small steps in those first weeks to ensure that students have built needed stamina.  I am off limits when meeting with a group--BUT students know what to do when I am not available (as outlined on the t-chart).  As we all know, sometimes students just think they need help, so the first question to ask is always, Do I truly need help? OR Can I think about what I need and problem solve on my own? OR Can I quickly and quietly ask another student in my area for assistance?  :0)

One the most effective things I feel I do from the very first day is expect students to take an active roll in the classroom. If they can do it, I don't do it for them.  If they can reason through a question, I expect them to answer it.  I, of course, let my students know exactly what is expected and routines are practiced over and over.  I always express my confidence in their abilities and try to instill in each a sense of pride.

Chapter 4:
Here are some highlights I pulled from chapter four:

• All students need the teacher's attention, no matter their skill level.  Be sure to connect with every student each week.
• Teachers must collect a variety of data for each child (using pre-assessments) to inform grouping and guided math lessons.
• Group students into four groups: novice (no basic understanding of concept), apprentice (basic understanding), practitioners (at grade level), and experts (above level and need extension).
• Use ongoing observation and assessments to evaluate progress.
• Flexible grouping means students are grouped according to their ability/skill level related to a particular concept. Groups are fluid, allowing for movement in and out of each level depending on the concept/skill.

Several weekly guided math schedules are shared (p. 44-45).

Dr. Nicki ends by emphasizing the importance of keeping records--you need some way of keeping track of what you have done with students and your students' levels.  However you choose to keep records should fit your style. Some great ways to record student work, take notes, and plan are shared (p. 46-47)

Question 1:
I meet with small groups daily! Some days I meet with two guided math groups, some days three or four. 

Question 2:
Groups are very fluid--ever-changing based on constant reflection and ongoing assessments.  More about assessments when we discuss chapter 5.

Question 3:
I have to be honest and say that I need to improve in this area.  I struggle with finding a tool that is effective, yet efficient.  I keep so much "in my head"---I truly know my students, BUT I know I can do better. I have tried many systems and have yet to find one that works for me (and I have been teaching this way for many years).  I am going to try using clipboard sticky notes notes this year.

How I Will Use:

• I will be placing sticky notes on a clipboard as I record bits of information.  One sticky note will be used per student observed or conferred with on a given day.
• My challenge was how to easily organize/store sticky notes, so I created some simple sticky note storage sheets for collecting notes over time.  After making notes for the day, I will stick notes (not during class time) into individual student folders on these storage pages. This will house records for easy reference.
• I plan to stick notes in four columns, using the front and back of a storage sheet, with the last few days of some months being placed in the fourth column.
• Sticky notes will first be placed at the bottom of the sheet and then upward/overlapping as time passes.  This way I can easily flip through notes at any time.

 

The flipping back and forth in a folder or index file during valuable classroom time is quite frustrating to me.  I have hopes that this new system will work for me. Feel free to download the sticky note storage sheets I created!

Now it's your turn to share your thoughts about chapters 2 and 3, comment, and/or ask questions. Please! :0)

If you are a blogger and are interested in joining this book study, you may hop in at any time.  Just sent us an email at guidedmathadventures.com so we can get emails out to you.

If you haven't taken our poll, feel free. Just click View to see the results!

How long have you been using guided math?
	more than 5 years
	2-5 years
	1 year
	I have experimented a bit.
	Not yet--I have plans to begin.
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Courtney blows back into town soon, so she will be back here with you on Wednesday to discuss chapter 5!

Have a wonderful week!

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