Number Talks - week 3

After reflecting on our first couple weeks of Number Talks, this week we decided to make some changes. First, we thought it would be helpful to try doing them in small groups during table tops to help those that had trouble focusing. This time, I made sure to only briefly show the cards as my teaching partner was already doing so. To refocus on numbers versus pictures we also changed the question from “What do you see?” to “How many dots?”.  Since we started them in November we decided to review the first four strings of cards for the number three. We recorded their answers, and finally, we discussed them.  The results were very interesting.

Since I am the French teacher I was asking them in French "Combien de points?" I recorded their answers in the charts below, noting if they replied in English. We started the Number Talk sitting at a table but I found it distracting and moved the group onto the carpet. Unfortunately I can't recall if we moved for string 2 or string 3.

String 1 – Number 3
Student	Card A	Card B	Card C	Card D
A	1	2	3 (English) I encouraged in French "1, 2, 3"	1, 2, 3 (Counted but card wasn`t in front of her)
B	1	No answer (didn`t see card?)	3 (English)	3 (English)
C	5 (English)	2 (English)	5 (English)	12 (English)
D	No Answer	No answer	(showed 3 fingers)	(showed 3 fingers)

String 2 – Number 3
Student	Card A	Card B	Card C	Card D
A	2	3 fingers	3 (English)	3 (English)
B	2 fingers	3 fingers	3 fingers (encouraged to speak… 3 English)	3
C	2	10 (English)	8 (English)	8 (English)
D	2	No answer	No answer	No answer

I recorded their answers for strings 1 and 2 but found it unnecessary to continue as that was enough data to give us a sense of their thinking. Both Students A & B seem to have a strong sense of the number of dots but still must count from one in French.  found they qucly became unnterested for strngs 3 and 4 as t was not challengng enough so  ased them to show dfferent ways wth ther fngers. Student D was very hesitant and shy to answer but began to hold up three fingers. She may have been inimidated working with the others or speaking in French. I would like to redo the Number Talk on-one-on with Student D. Student C gave random answers and will clearly need extra assistance and practice to develop his number sense. This student`s thinking is revealed below during our discusson.

Here is an account of our conversation after completing the Number Talk:

Teacher: What do you notice about the cards?
Student A: They`re all the same.
Student C: No.
Teacher: How are they the same?
Student A: They`re all sets of 3.
Teacher: Does everyone agree with student A?
Students B & D: Nodded.
Student C: They`re not all the same to me.
Teacher: (Spread out the cards) Look at the cards. How are they different?
Student B: They`re in different ways.
Student C: Different ways.
Teacher: How are they different to you (student D)?
Student C: Mumbled.
Teacher: Asked to repeat but he was shy and needed encouragement.
Studen C: One is down and one is up.

Possible Next Steps:

• Further discuss with English Partner on Monday to see her results.
• Continue with small group Number Talks to assess students and make groupings for future learning
• Read through Kindergarten chapter on Number Talks for more ideas
• Some possible suggestions from my English partner who was concerned they are just expectng the same answer over and over:
• move onto number 4
• Mix the cards up from 1-4