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Module 4 - Activity 3: Creating Opportunities to See Doubles and Tens during a Number Talk Using Ten-Frames

 PLC ActionWatch the videos below and record your observations. After watching the videos, discuss your observations.

In these videos, Shannon and Alissa are conducting number talks using ten-frames with their first grade students. Both of these first-grade teachers planned together and did these number talks on the same day. As you watch, notice how they use different styles when conducting the same number talks. 

watch  Video 1: Seeing Double

Predict what strategies students might use to determine the number of dots.

Two vertically aligned ten frames are shown. The first ten frame is filled with five red circles on the top row and three red circles on the bottom row leaving two open spaces one the bottom row. The second ten frame has two empty spaces on the top row followed by three red circles. The bottom row is filled with five red circles.

Now watch a video with a model number talk Shannon and Alissa with two different first-grade classrooms and record your observations using this worksheet Links to an external site. ( Download Microsoft Word Version

). As you watch, keep track of:

  • How they record student thinking.
  • The naming of strategies by teachers and students.
  • The routine that the teachers use to engage the students.

watch  Video 2: Seeing Fours 

Predict what strategies students might use to determine the number of dots.

Two vertically aligned ten frames are show. The first ten frame has two red circles, an open space and two more red circles on the top row. The bottom row is identical to the top row. The second ten frame is a repeat image of the first ten frame.

Now watch a video with a model number talk Shannon and Alissa with two different first-grade classrooms and record your observations using this worksheet Links to an external site.. As you watch, keep track of:

  • How the students share their thinking.
  • The number of students who are participating.
  • How the way the dots are arranged influenced the way the students saw the sum.

watch  Video 3: Moving Dots 

Predict what strategies students might use to determine the number of dots.

Two vertically aligned ten frames are shown. The first ten frame has two open spaces followed by three red circles on the top row. The bottom row has one open space followed by four red circles. The second ten frame has two red circles, an open space and two more red circles on the top row. The bottom row has one red circle, two open spaces, one red circle and one open space.

Now watch a video with a model number talk Shannon and Alissa with two different first-grade classrooms and record your observations using this worksheet Links to an external site.. As you watch, keep track of:

  • The different strategies and how they rank on sophistication.
  • How the arrangement of dots influenced the making of ten by some students.
  • How Alissa connected the three number talks on her board.

 

watch  Video 4: Debrief

The following video shows Shannon and Alissa describe several features of the math talks that you just watched. Pay attention to:

  • How they determine goals for their number talk of the day. 
  • How they plan the number talk.
  • What they learned about their students as a result of the number talk.

discuss  Discussion 

After watching the videos, discuss the following questions with your PLC:

  • What did you observe during the number talks?
    • What went well?
    • What surprised you?
    • What did you learn about listening to and recording student ideas?
  • How did the teachers record student thinking?
    • If they do record student thinking, how does this help?
    • If they do not record student thinking, why might this be okay?
  • What are the features of the ten-frame that children used when discussing their strategies?