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Classroom conversations around
purposefully crafted computation
problems that are solved mentally.
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Classroom Environment and Community
Classroom Discussions
The Teacher’s Role
The Role of Mental Math
Purposeful Computation Problems
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Establishes a community of learners built on
mutual respect
Promotes a risk-free environment
Consistently set expectations
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Teacher writes a problem on the board
Students given time to solve the problem
mentally (Hand Signals)
All answers recorded on the board
Students share their strategies and
justification with their peers
ONLY 5-15 minutes
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Clarify their own thinking
Consider and test other strategies
Investigate and apply mathematical
relationships
Build a repertoire of efficient strategies
Make decisions about choosing efficient
strategies for specific problems
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Facilitator- guide the students to conversation
that builds on meaningful mathematics
Questioner- ask open-ended questions (“How
did you arrive at your answer?”)
Listener & Learner- understand how they
were making sense of math
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Students have to focus on number
relationships
Rely on what they know and understand
Develop efficient, flexible strategies with
accuracy
Strengthen understanding of place value
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Problems guide students to focus on
mathematical relationships
Careful planning to design “just right”
problems for students and strategies
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Designate an area
Provide appropriate wait time
Accept, respect, and consider all answers
Encourage student communication throughout
the number talk
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If possible, designate a specific location close
to board or whiteboard
Close proximity to observe & informally
assess
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Establish, practice, & use hand signals
FIST= Thinking
THUMBS-UP= Answer
1,2,3,FINGERS= Alternative strategies to
solve the problem
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Accept all ideas and answers
Creates a safe learning environment where
students take risks
“Blank-face” (keep verbal and physical
expressions the same for correct and incorrect
answers)
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Students share strategies; Teacher scribes
exactly what is said
Think-Pair-Share= Engaging students & gives
a practice run of explaining strategy
Provide SENTENCE FRAMES/PROMPTS to
help
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I agree with ______________ because
_____________.
I do not understand ______________. Can you
explain this again?
I disagree with ___________ because
__________________.
How did you decide to _______________?
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Teacher records individual student thinking
in a clear, concise manner that shows big
mathematical ideas
Think through possible strategies for
problems beforehand
Consider the mathematical ideas you want to
highlight: friendly numbers/landmarks,
decomposing, halving, doubling, etc.
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Use finger signals for efficient strategies
Keep records of problems and the students’
strategies
Hold small-group talks throughout each week
Create and post class strategy charts
Exit slips
Weekly computation assessment
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Start with smaller 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 5 to 15
minutes.
Be patient with yourself and students.