Math Talks are Awesome: Share Them!

So, I know I talk about math talks a lot, but there is good reason! They are such a versatile and accessible tool for promoting problem solving, discourse, precision, pattern-sniffing, and so much more.

As classes implement them more and more, they see the payoff in increase confidence and robust number sense. Many of my schools this year have asked me to help K-5 teachers get started using math/number talks in their classes, so I thought I would share my process for introducing them:

1. I start with a rationale for math talks, which is tailored to the school's perceived need (often this is building number sense in students, increasing engagement, and/or facilitating discourse). 
2. We experience 4 types of talks: Which One Doesn't Belong, Dot Talk, Number of the Day, and a computational number talk. I ask the participants to play the role of student and to suspend "teacher talk" until they have experienced the full routine. 
• Along the way, the participants have a template they use to jot down what they notice about teacher moves and students moves, any questions they want to ask after we experience the talks, and connections they see to the SMPs.
• After each talk we pause for them to think and ink, then we discuss noticings and wonderings they capture on their templates. 
3. Once we complete the first 3 types, I introduce the full protocol and do a number talk, stressing that this type comes after a safe classroom environment and community has been established. 
4. We pause for any additional noticings and wonderings and discuss, then they think-pair-share about these questions:
   - How might we use math talks to assist students in developing their understandings of the big
     ideas in our courses? How does this relate to number sense?
   - What are the big ideas in our courses that might lend themselves to math talks? 
5. I introduce my resource list and invite participants to play around with the sites on it.
6. Teams form to plan a math talk using this template. If there is time, I encourage them to practice with a partner or small group.
• Follow up is key, so either by passing that off to a leader or coming back, I make sure to have sharing of the one they tried in their classes at the next gathering. 

Here is a link to my slides: https://tinyurl.com/MathTalkIntroSlides

Here is a document where I am trying to compile websites that have "math talk-ish" prompts available: https://tinyurl.com/MathTalkResources

What am I missing? Please comment and let's make these working documents work for us.