Series: Content Conversations: Strategies for ELLs
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.Practice.MP3
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.2.NBT.B.5
Common core State Standards
 Math: Math
 2: Grade 2
 NBT: Number & Operations in Base Ten
 B: Use place value understanding and properties of operations to add and subtract

5:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
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Thought starters
 What tools does Ms. LaCour use to support her ELL students?
 What are the benefits of having students lead the number talk?
 How do number talks encourage students to try new math strategies?
In Partnership With:
School Details
Acorn Woodland Elementary School1025 81st Avenue
Oakland CA 94621
Population: 292
Data Provided By:
Teachers
Monique LaCour
Newest
Teaching Practice
Projectbased Learning, PBL, Projects, Engagement
TCH Special
Grades 612, All Subjects, Civic Engagement
Kristen Messersmith Jul 31, 2019 2:08am
I love how the students were responsible for their own learning. They learned new ways to solve math problems from each other. There was a lot of collaboartion involved with minimal guidance from the teacher. The students all seemed willing to share out and listen to their classmates. I like how the teacher ended the lesson by having the students set a goal for next time.
Charlene Bruno Jul 28, 2019 12:21am
This is a new strategy for me...what is good about this video is that the actual process of how to do a number talk activity was clearly given. Nice sample of task division for a collaborative work. I wonder what kind of DLPs do the teacher used because in our setting there are many parts of DLP.
Allison Warnke Jul 25, 2019 3:17pm
I found this video to be a great example of number talks. I had never thought of having students do number talks on their own. I have only ever heard of doing number talks as a whole group. This is a new system I would love to implement in my high school classroom. I would love to see how this works for high schoolers who have never done this before.
Thomas Fink Jul 24, 2019 2:05pm
This is a neat idea for the teacher to use the roles in each group to help organize them. I also love how the teacher incorporated the sticky notes in order to think of ways to improve this task in the future for their classroom.
Lindsey Lynch Jul 16, 2019 4:39pm
I really enjoyed this video and the idea that productive struggle is important. I also use number talks in my classroom and have found that they are one of the best things I have added to my instruction in years! I really enjoyed watching the students take the lead in the classroom discussion as the teacher walked around the room and took notes. I think that this data is so important as it shows the teacher what students are thinking. I also thought that her use of sentence frames was a great way to get students to discuss their answers. Sometimes students get 'stuck' and aren't sure where to start the conversation, but sentence frames really open up that opportunity for them. I plan on using her idea of number talk feedback on sticky notes to help me set our norms for the beginning of the year.