Number Talk Discussion #10

186 ÷ 6

There are a number of ways to approach this problem. Before we look at them, let's define each term of the division problem. 

186 is the dividend, or the number to be divided by another number.

6 is the divisor, or the number you divide by.
The answer to the problem (31 in our case) is called the quotient.

Multiply Instead

"I know 6 times 30 is 180, plus one more 6 gives me 186; so my answer is 31."

Expanded Form (Chunk it Out)

Make a Tower

Halving and Halving

Which of these methods work better for this problem than others? Did you try any methods not listed here? Share in the comments below!

Friday Number Talk #10

Solve the following problem using two different methods.

186 ÷ 6

Share your methods in the comments below!

Number Talk Discussion #9

146 + 197

Round and Adjust

Take and Give

Start from the Left

Break one Addend Apart

Add Up

Did you try a different method? Are some methods more efficient for this problem than others? Share in the comments below!

Friday Number Talk #9

Solve the following problem in two ways.

146 + 197

Share your methods in the comments below!

Number Talk Discussion #8

43 + 9

There are a number of ways to approach this problem. Before we look at them, let's define each term of the addition problem. 

43 and 9 are both called addends.

The answer to the problem (52 in our case) is called the sum.

Round and Adjust

Take and Give

Start From the Left

Break One Addend Apart

Add Up

Did you try a different method? Are some methods more efficient for this problem than others? Share in the comments below!

Friday Number Talk #8

Solve the following problem in two ways.

43 + 9

Share your methods in the comments below!

Number Talk Discussion #7

25 x 16

Break a Factor into Two or More Addends

Factor a Factor

Round a Factor and Adjust

Halving and Doubling

Connecting Arithmetic and Algebra

Did you use a different method to solve this problem? Are some of these methods more or less efficient for this type of problem than others? Share in the comments!

Friday Number Talk #7

Solve the following problem in two ways.

25 x 16

Share your methods in the comments below!

Friday Number Talk #6

Solve the following problem in two ways.

14 x 12

Share your methods in the comments below!

Number Talk Discussion #5

247 - 98

Round the Subtrahend to a Multiple of Ten and Adjust (Katie's method)

Decompose the Subtrahend (a variation of Tommy's methods)

Add Instead

Same Difference

Break Apart by Place

Did you use a different method to solve this problem? Are some of these methods more or less efficient for this type of problem than others? Share in the comments!

Friday Number Talk #5

Solve the following problem in two different ways.

247 - 98

Share your methods in the comments below!

Number Talk Discussion #4

34 - 9

There are a number of ways to approach this problem. Before we look at them, let's define each term of the subtraction problem. 

34 is the minuend. The minuend is the first number in a subtraction problem. The number from which another number is to be subtracted. 

9 is the subtrahend. The subtrahend is the number that is to be subtracted. The second number in a subtraction problem.

The answer to the problem (25 in our case) is called the difference.

Round the Subtrahend to a Multiple of Ten and Adjust

Decompose the Subtrahend

Add Instead

 

Same Difference

Break Apart by Place

Did you use a different method to solve this problem? Share in the comments!

Number Talk Discussion #3

There are multiple ways to see the nine blocks in this figure. Below are a few of those ways:

Did you see 9 in a different way? Share below in the comments!

This Friday, I'll show you a different way to approach Number Talks using actual numbers, so be sure to join me for that!

Number Talks Discussion #2

This is an image of a Ten Frame. These are becoming more commonly used in the lower elementary grades to help students learn how to subitize (the ability to quickly identify the number of items in a small set without counting), gain number sense, and learn about place value.

Once students become familiar with Ten Frames, they can see that this particular image shows "2 less than 10," or "5+3," or "6+2." All of these are different ways to say "8."

Did you see "8" in a different way? Share your thoughts in the comments below!

Classroom Activities and Games

Part of Teachering is tricking kids into thinking they're playing a game, when all they're doing is classwork.

The first thing I'd like to share with y'all is a compilation of classroom activities and games. I've collected these over the past four years and put them into a Google Spreadsheet for easy access and reference. Some of these have come from internet searches, others have come from friends and family who are also teachers. I've linked to blogs and websites if that's where the information came from. Most of the examples are math-related, but the activities can be used across content areas and grade levels.

Some of these activities can be used in place of worksheets for independent practice. I've noticed that if students are doing something that involves movement or bright colors, they are more inclined to stay engaged. They tend to complete more independent practice problems than if I were to simply hand them a worksheet. Other activities are review games that can be done before a big unit test, or as a way to spiral review information.

If there is something you've tried in your classroom that has worked well, or something you've heard about that I don't have on my list, please send it my way and I'll add it! Please share this with anyone you know that is looking to change things up in their classroom!

Classroom Activities and Games