100 Questions that Promote Mathematical Discourse
Includes questions that:
*help students work together to make sense of math
*teach students to rely on themselves to determine if something is mathematically correct
*learn to reason mathematically
*evaluate their own processes
*help with problem comprehension
*help students learn to conjecture, invent and solve problems
*learn to connect mathematics, its ideas and its application
*help students focus on focus on the mathematics from activities
This collection features resources that will assist you in conducting Number Talks in your classroom.
There are a variety of differnet Number Talks, including:
- Notice & Wonder
- Dot Counting
- Counting Circles
- Number Strings (a series of related problems that build a specific concept or strategy)
- Which One Doesn't Belong
- Mobiles (balancing)
- Quick Draw
- Fraction Talks
100 Questions that Promote Mathematical Discourse
This is a collection of sample counting circles you can use in your classroom as part of number talks.
This is information on how to use counting circles in your classroom as part of number talks.
Tag Line: Building number sense one day at a time.
The site provides a number of estimation activities involving height, number of objects etc. The activities may include a photo or video to help students develop some reference to solve the activity. The answers are provided, but the idea is that students utilize their estimation skills to determine the appropriate answer.
The site also includes a blog, a relationship between some american common core standards and estimation activities, as well as information on clothesline math activities as well.
"This guide is intended to support teachers’ ongoing efforts in building students’ knowledge and skills in mathematics. It focuses attention on the content of expectations in The Ontario Curriculum, Grades 1–8: Mathematics, 2005 that deal with fundamental mathematics concepts and skills (specifically, expectations in the Number Sense and Numeration strand and expectations that relate to number properties in the Patterning and Algebra strand). The guide outlines steps to achieving the knowledge and skills described in these expectations and suggests how to make more timely connections that will better support student learning. A strong foundation in the concepts and skills emphasized here will prepare students for success in high school, and ensure that they have a set of essential skills for employment and responsible citizenship in the future."
There are excellent charts included that organize foundational skills by grade grouping. These charts start on page 5.
This document produced by Good Spirit School Division outlines the gradual release of responsibility model as it relates to math instruction.
Try the full EXPLODING DOTS experience! This is a really great deeper learning activity for students.
Linked to G'Day Math - full of courses.
The tools for educators include:
~ Problems of the Month - The Problems of the Month are non-routine math problems designed to be used schoolwide to promote a problem-solving theme at your school. Each problem is divided into five levels of difficulty, Level A (primary) through Level E (high school), to allow access and scaffolding for students into different aspects of the problem and to stretch students to go deeper into mathematical complexity.
~ Jumpstart Guide for Practitioners - guide to accompany the Problems of the Month
~ Formative Re-engaging Lessons - Formative Re-Engaging Lessons involve a cycle of inquiry, instruction, assessment, analysis, selection, and re-engagement around a mathematical concept. Each Formative Re-Engaging Lesson includes a classroom video of the lesson, downloadable lesson plan, student pages, pre- and post-assessments, and supporting instructional materials.
~ Classroom Videos
~ Resources for Social and Emotional Learning in Mathematics Classrooms
Math so fun, we do it on Saturdays!
Finally…a structure for 1 hour math blocks that include
Building Community & Relationships
Rich Mathematical Discussions
A great source for number talks
Same But Different is a powerful routine for use in math classrooms. The activity of same but different is an activity where two things are compared, calling attention to both how they are the same and how they are different.
This apparent paradox is the beauty of the activity. It is important to notice the word BUT. Instead of making a choice – am I going to prove that these are the same or am I going to prove that they are different – students are considering how two items can be both. This is a critically important distinction.
Not same OR different, rather same BUT different.
There are categories for addition/subtraction, early numeracy, multiplication/division, measurement, place value, fractions, ratios, geometry, algebra, and high school math.
Open-ended questions to differentiate math instruction.
This is a collection of different types of questions you can use for problem solving that differentiate to meet the varied needs of your classroom.
Some potential number talks are included in the "What one doesn't belong" section.
Math puzzles to get students talking about their mathematical thinking. The site provides a collection of shape, number and graph sets. Each activity has four images/numbers, students then need to pick which one doesn't belong. But the trick is this, the puzzles do not have one correct answer. This can lead to interesting conversation and descriptions of what the student notices about the arrangement.
If you think up your own, you can submit them to the site.