Meeting Students' Needs in Number Talks
Common Core State Standards
Math 
Math 
5 
Grade 5 
NF 
Numbers & OperationsFractions 
B 
Apply and extend previous understandings of multiplication and division 
4 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP4 
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 
Download Common Core State Standards (PDF 1.2 MB) 

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Lesson Objective
Use number talk checkins to formatively assess students and provide tailored instruction
Length
9 min
Questions to Consider
 How does Ms. Morey structure her class in order to provide tailored, small group instruction?
 Why does Ms. Morey decide to use manipulatives with her small group?
 How does Ms. Morey use this lesson as an opportunity to build her own skills?
Watch all the videos in this series.
Watch an interactive segment from this video at Tch Video Lounge.
Teacher & School Info

Crystal Morey
 School Details
 Enumclaw Middle School Enumclaw, WA
 Population
 460 students
 District Spending
 $8,204
Supporting Materials

Meeting Students' Needs in Number Talks Transcript

Lesson Plan.PDF

Lesson Plan: Planning and Number Talk.PDF

Worksheet: Division Menu.PDF

Worksheet: Menu Rubric.PDF

Presentation: Number Talk Lesson PowerPoint.PDF

Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 410