Series Content Conversations: Strategies for ELLs: Engaging in Productive Struggle: Number Talks
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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Discussion and Supporting Materials
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
TCH Special
49 MIN
Webinar / SelfCare / SEL
TCH Special
53 MIN
Webinar / Teacher Wellness / Classroom Management
132 Comments
Heather Russell Jun 22, 2021 11:37pm
Ms. LaCour implemented so many strategies in her classroom. She did a good job of allowing her student to try different way of solving the problem. The mistakes they made were looked at as opportunities. “The productive struggle” student working together although not quite getting the answer but working hard towards it with every try. Some tools I see Ms. LaCour use is the whiteboards, writing learning objectives on the board and keeping them there during the lesson. Putting students in to small groups and assigning jobs. The benefits having students lead numbers talk is it engages them. As Ms LaCour walked around the class all students were engaged and asking her productive questions. These students were relying on one another trying and trying again. Ms. Lacours risk free class environment encouraged students to try new math strategies. Number talks is encouraging new math strategies as promoting conversation about math. Giving students he opportunity to get that deeper learning. Trying the one problem many was allows students to think like small mathematicians. building literacy.
Heather Russell
Kaylee Kaminski Jun 22, 2021 11:35pm
This video shows a great example of productive struggle. I agree when the teacher said that its hard sometimes to not just tell students what to do but to let them figure it out for themselves. The teacher has built a good learning environment for the students that they feel comfortable speaking with their groups and in front of the class. It was cool to see all the different strategies these students came up with for such a simple problem. The number talks are a really good way to get students to start expressing themselves. I like that there was one to disagree with someone to get students comfortable with criticism early on in their education. Overall a really well done lesson!
 Kaylee Kaminski
JiWon Son Jun 22, 2021 11:11pm
JiWon Son Jun 22, 2021 10:36pm
I really liked this video. I think all the strategies the teacher used, really helped guide the students through the lesson. And I enjoyed the fact that she stated to her students that making mistakes is ok, and from those mistakes we learn. I think the “number talks” were an excellent way for students to learn from each other and hear each other’s ideas. By applying the learning talks with the structured small groups students could productively learn from each other. And the way she allowed them to figure things out on their own without stepping in gives a large sense of independence amongst the students. I also think the time for feedback at the end was a great way for students to reflect on the day and everything they learned. I think it also gave students a chance to set higher goals for themselves moving forward. I found her way facilitating her lesson to be very inspiring.
Kimberly Hernandez
JiWon Son Jun 22, 2021 6:20pm
This was quite refreshing! The teacher showed a lot of great strategies throughout the video. She first started with an "attention grabber chant". This shows students that it is time to quiet down and start the lesson. I liked how the teacher provided students with sentence frames to help them gather the correct grammar to respond to peers as needed. I think it is great to involve students in numerous steps. For example, the teacher said she included the students in the goal setting. It gives them a sense of autonomy and responsibility. I also really liked how the teacher allowed the students to be facilitators, rather than lecturing the students the whole time. Additionally, allowing the students to take the time to try new strategies and work them out with peers is something I never experienced in school, but really love the idea of. Students were encouraged to share their answers and ask questions when confused. The teacher shared how it is ok to make mistakes as we are learning, as it shows we are taking risks and trying something new to help grow. At the end, the educator provided students the time to reflect on the group work and share their feedback with peers and brainstorm for the future, which I think is a crucial step in the whole process.
Daphne Muzuruk