1.    The teacher presents a computation based problem. These are problems that focus on number - Addition, Subtraction,  Multiplication and Division. They can be simple or complex but should be an appropriate mental math question for the class.  It is important that they are written horizontally as this leads to more flexible thinking.

Things to consider:

• Establishing a set location within the classroom will allow learners to take ownership over the daily routine. The transition to the set location will also act as a reminder that this is an important routine that the entire class participates in. 

• Removing students from their desks help to create a more cohesive community with increased focus. 

• Having students close in proximity to the educator can serve as valuable. Not only does this allow students to easily interact with one another but also allows the teacher to make individual observations and interact when necessary. 

• The location should be close to the area the educator will be modeling student thinking, such as a smart board or white board.

 2.   Students are given sufficient time to come up with an answer and give a signal with a quiet thumbs up when they are ready. Students are asked to use a quiet thumb rather than raising a hand to encourage all to continue thinking even if their peers have arrived at an answer. The emphasis in number talks is not speed. 

Things to Consider:

• All learners are different and we want to encourage, rather than discourage all students from participating in number talks. 

• The use of hand signals, such as quiet thumbs rather than raising hands allows all students to have the time they need to arrive at an answer.  Check out Using Talk Moves for more details.

• As the facilitator we must be sure we have provided ample wait time before calling for strategies. Some students will quickly arrive at an answer while others need time to process. Reminding students that all students need to be given a chance to reach an answer will help build a positive community.

(See Number Talks Tips and Tricks for additional student engagement ideas)

3.   After enough time has passed and the majority of students have shown they have an answer, the teacher facilitates answer sharing. A student shares an answer and the teacher records the students' thinking, making it visible for others. The teacher then asks if any other students were able to get the same answer but using a different strategy.  The teacher asks key questions to elicit strategies and develop understanding. Teachers are prepared to offer a strategy if necessary.  

Things to Consider:

• "A first step toward establishing a respectful classroom learning community is acceptance of all ideas and answers - regardless of any obvious errors." (Parrish, 2010, pg. 19)  

• Rich mathematical discussions can often be rooted in misconceptions and the acknowledgment of all ideas will support positive conversation and learning. 

• It is important to model our recordings without verbal or physical indications of errors. 

• It is also important to work with students to respectfully disagree or question the thinking of their peers.

• Documentation of student strategy use can help inform student need and support "Where to next".  This documentation can also help communicate student strengths and next steps for reporting purposes.  Learn how to Link Number Talks to the Continuum for sample documentation ideas. 

4. Ideally, by the end students will have come up with 3-4 different strategies to solve the problem. As a class you may discuss which strategy is the most efficient. 

Things to Consider:

• One of the most important components of number talks is student communication and dialogue. 

• The conversation should be guided by the sharing of strategies and discussing prompts the educator may pose. Allowing students to articulate their thinking and reasoning is important, building confident communicators. 

• Turn and talk can also be utilized, encouraging more reluctant learners to first share their thinking with a partner before sharing to the whole group. 

• Compare and connect can also help students consolidate their learning.