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Creating Math Talk

Creating Math Talk. Puppies. Darrell and Charles each have a puppy. The two puppies have a weight of 20 pounds. The weight of Charles’ puppy is two pounds more than twice the weight of Darrell’s puppy. What is the weight of each puppy? Draw a model Make a Table, Chart, or List

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Creating Math Talk

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  1. Creating Math Talk

  2. Puppies • Darrell and Charles each have a puppy. The two puppies have a weight of 20 pounds. The weight of Charles’ puppy is two pounds more than twice the weight of Darrell’s puppy. What is the weight of each puppy? • Draw a model • Make a Table, Chart, or List • Explain and Justify your answer • Search for patterns

  3. Math Talk Question Stems • Each Person will pick one card and have 1 minute to answer the Question on that Card • If the person cannot talk for one minute ask probing questions • If done early discuss how can I use this activity or a similar one in your classroom

  4. Frayer Foldable:Fold Paper into ¼’s • Upper Left: Definition • Upper Right: Environment/Transformation • Lower Left: How do I get there? • Lower Right: For My Classroom

  5. Math Talk • Define: “Math Talk” in your own words. Take a few minutes to reflect and write down your thoughts.

  6. Math Talk • Math Talk is not just simply having students take turns telling their method. • It is an instructional conversation directed by the teacher that allows students to talk as much as possible. • Math Talk is focused on developing understanding for all children in the class.

  7. Math Talk Key Components • Questioning • Explaining Math Thinking • Source of Math Ideas • Responsibility for Learning

  8. Learning Progression Scale

  9. Math Talk Environment • So, what does an environment conducive for “Math Talk” look like? • Talk with a partner and brainstorm a few ideas.

  10. Math Talk Environment • In true Math Talk, teachers create a Math Talk Inquiry environment and encourage constructive discussion of problem-solving methods through well-defined classroom activity structures, based on the four crucial aspects of Math Talk. Dr. Karen Fuson, Math Expressions

  11. Math Talk Environment • Gradual process • Requires teachers and students taking on new roles • Teachers must work their way up all three levels • Everyone is a teacher and a learner

  12. Gradual Transformation • A shift from teacher as sole questioner to both children and teacher as questioners • Children increasingly explaining and articulating their math ideas • A shift from teacher as the source of all math ideas to children’s ideas also influencing the direction of lessons

  13. Gradual Transformation • Children increasingly taking responsibility for learning and for the evaluation of themselves and others • Increasing amounts of student-to-student talk with teacher guidance as needed Math Talk Learning Community

  14. Differentiated Math Talk Activity • In a Grade group or Special Area Band look at the activities given to you • Pick one activity and come up with three question stems used for math talk • Discuss how you would run your math talk • Discuss what kind of barriers there might be to this activity • Discuss other strategies and ways to differentiate this activity

  15. Is this just one more thing I have to do? • It is part of Math Practice 3, so you are most likely doing it already. • It is part of your ELA standards in developing oral language, so you are most likely doing it already • It is just a way to streamline what you already do. • The answer then is, “NO” but here are some tools to help bump it up to the next level

  16. JigSaw Math Talk • Each Group will take a portion of the article and report out to the group.

  17. Reflection • How might we go about transforming our classrooms into student-centered, student-led “Math Talk” environments?

  18. Math Talk Structures • Solve and Discuss • Step-by-Step • Student Pairs • Student Leaders • Scenarios • Small Groups • Re-voicing

  19. Math Talk Structures • What other ideas do you have to engage learners in “Math Talk?” • Let’s share aloud so that everyone benefits from our discussion.

  20. Common Core Question Stems Mathematical Practices 1-8

  21. Choose 1 “Math Talk” StructureChoose 1 “Math Talk” Questions Per MP • Look over the “Math Talk” structures • Choose 1 “Math Talk” structure to implement • Choose 1 “Math Talk” Question Stem for Each Mathematical Practice • Use these in your classroom this year.

  22. Objectives- Status Check Walkthrough BDS Math Framework Walkthrough Model Math Lesson K-2 Walkthrough Model Math Lesson 3-5 Math Talk- Digging Deep with MP3 Next Steps and Support: DATE TBA (Coaching/Peer Observations)

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