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, and--if there is a flaw in an argument--explain 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.
Save to My Resources
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT
Enjoy your first video for free. Subscribe for unlimited access.
Have questions about subscribing?
Click Here to learn more about individual subscriptions.
Click Here to learn more about School and Institution access.
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: 286
Data Provided By:
Teachers
Monique LaCour
Newest
|
4 MIN
|
5 MIN
|
5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
142 Comments
Ashley M Jun 25, 2023 7:54am
This was such a great lesson. I think it is incredible to see these second grade ELLs working so hard together in groups and independently to discover so many unique solving methods and ideas. They clearly have done an exercise like this before since they seemed so comfortable working on the boards and communicating with each other in their groups. This is also a clear indication of the work the teacher put into creating a safe learning environment for all to feel comfortable to try new things, take risks and make mistakes. Ms. LaCour took time in the lesson to encourage mistakes, reminding students that mistakes show that we are trying something new, which is such an important message for students to hear within the classroom.
This Number Talk lesson is clearly an excellent way to meet all ELLs where they are, while also incorporating all academic language modalities. Students were seen collaborating to discover new methods to solve the challenging subtraction problem. When a method was found, the student gave directions to another student to write on the board, then the other students in the group critiqued and helped make any necessary corrections to the work. I really liked this portion of the lesson, and feel that it benefits all students, but especially ELLs in developing their academic language. This learning method could be used in all levels of math, even in my high school Algebra course.
Joseph Cendrowski Jun 24, 2023 3:11am
This was a fantastic lesson and a great video to watch. I really enjoyed everything she did with her teaching, starting with an overview of what the students should expect throughout the class and the goals of the lesson, allowing all the students to be prepared for what is to come and what a successful class will look like.
I also like the “number talks.” I feel like so many people do not know how to give or receive constructive feedback without being hurtful as it gives them the framework for a conversation or a polite debate. In addition, they also need to defend their procedures which means they are taking an active role in their learning, resulting in better retention of the material. I’m also a big fan of productive struggle. In life, the answers will not always be given, and students need to learn to work through those difficult moments to make progress towards a goal.
My favorite part was the reflection at the end, and how the students can improve upon this for next time. This can be beneficial in so many ways, from the teacher being able to see the students’ needs and making the lesson better to the students being aware of where they could have improved (like participating more). It let’s students know that there is always room to improve.
Overall, it seemed like it was a very engaging experience for the students, and they genuinely enjoyed that style and one that I am going to try to replicate in my classes.
Brian Hayes Jun 23, 2023 1:44pm
I really enjoyed the “Engaging in Productive Struggle: Number Talks” video lesson. The flow of the lesson was tremendous. The “launch,” the group work, and the “post-it” conclusion exercise all tied in so nicely together. The kids were engaged. I love, love, love how instead of having the student explain and show their work, the teacher had one student talk out their strategy while a second student wrote it out on the whiteboard. As far as language demands that group activity hit on ALL FIVE listening, speaking, writing, reading, and Representing. This setup also allowed all group members to agree, disagree, clarify, add-on, and/or connect to another strategy. I really loved it!
I thought the summarizing activity at the end was also excellent. The use of post-its was great. It made the students REFLECT on their mathematical thinking and group execution (it is clear that the class spends a lot of time on their Math Talk initiative). And this reflection hit on ALL FIVE language demands - reading, writing, speaking, listening, and representing.
My final takeaway was the the great classroom culture Ms. LaCour has created in her classroom. The kids were so willing to share even if they were unsure of whether their strategy was correct or not. I think how Ms. LaCour started class with the reading of the Math Talks “rules” and established some great expectations for the class. Also, at the end class, the students repeat together that they will drive a new strategy next class. All great practice!!
Nicole Takac Jun 22, 2023 9:10pm
I found this video very interesting! I liked how she allowed the students to experiment both independently and in groups. The emphasis on students genuinely having an opportunity to stuggle productively in a safe enviornment gave them an opportunity to create their own learning. I think the reflection at the end is also beneficial for the students to demonstrate their learning from the experience and what new ideas to try the next time around. Ackowledging that mistakes are a part of the learning process allows for a higher sense of security and exploration within the students.
This lesson seemed engaging for the students. At all times they were working towards a solution exploring new methods. She allowed for all types of practice with English, including writing, speaking, reading, and listening. Working with other students allowed students to engage in both group and independent work while practicing these skills. They were able to help each other as needed and provided a student-centered enviornment. This seemed to be a great lesson for the students and I would like to see where the students progress with future lessons!
Jenny Moline Jun 24, 2022 3:56pm
It was really interesting to watch this video while completing the LDML activity. This teacher did a great job including each of the modes of language. It was great to see the students talking to each other, and leading their own small groups. I think the teacher did a really effective job at establishing the expectations of the groups ahead of time, so the students could be successful while they were working. It was also neat to watch the productive struggle take place. Especially when the student regrouped incorrectly, and realized he did it wrong, and his classmates helped explain to him what his mistake was. The teacher was able to act as a facilitator and allow the students to do the thinking, which is how they will ultimately make the strongest connections.