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Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K–5

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Number Talks

A five- to fifteen-minute classroom conversation around purposefully crafted computation problems that are solved mentally.
The best part of a teacher’s day.

Whether you want to implement number talks but are unsure of how to begin or have experience but want more guidance in crafting purposeful problems, this dynamic multimedia resource will support you in building mental math and computational strategies. The author explains

what a classroom number talk is;
how to follow students’ thinking and pose the right questions to build understanding;
how to prepare for and design purposeful number talks;
and how to develop grade-level-specific thinking strategies for the operations of addition, subtraction, multiplication, and division.

Number Talks includes connections to NCTM’s Principles and Standards for School Mathematics as well as reference tables to help you quickly and easily locate strategies, number talks, and video clips. Includes a Facilitator’s Guide and DVD.

Discussion questions for viewing each video clip

Read Number Talks Build Numerical Reasoning,
an article by Sherry Parrish

Sherry Parrish
432 Pages

ISBN/Item Number: 9781935099116

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Table of Contents

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How to Use this Resource

Video Clips by Grade

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Chapter 1

NCTM Standards Alignment

"Sherry Parrish outlines the very best way to teach math to young children and gives educators access to the ideas and methods that they will need. This book is a valuable resource for anyone who cares about children’s mathematical development."

Jo Boaler, professor, Stanford University
author of What’s Math Got to Do with It? Helping Children Learn to Love Their Least Favorite Subject

"The practice of number talks is one of the most powerful vehicles I know for helping students learn to reason with numbers and make mathematically convincing arguments, for building a solid foundation for algebraic reasoning, and for teaching mathematics as a sensemaking process. If all teachers make this shift in their practice, it would represent a profound advancement in mathematics education."