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Module 6 - Activity 3: Equal Grouping Number Talk Routine

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Equal grouping dot talks are designed to help students move from counting objects one by one to look for counting by groups. Equal group dot talks are designed to help students visualize skip counting by groups and look for repeated structure which is foundational for multiplicative thinking. For example, in the picture below showing four groups of three allows students to see the three dots and the four groups of three dots. The arrangement of dots allow students to see how to decompose 12 dots.

In previous sessions we encouraged you to use dot talks to help your students decompose 12 into 10+2, 5+5+2, and 6+6 which are all very good additive strategies. As students develop more flexibility, their composing and decomposing strategies should also include equal groupings like 3+3+3+3 or (3+3)+(3+3). Eventually children will be able to think that the number of dots can be computed using the mathematical sentence 4x3.

There are three dots formed in the shaped of a triangle. This is repeated three more times, making a total of four triangles with three dots each.

This skill is foundational for big ideas like place value and multiplication. The number of dots for each talk are made up of some number of equal groups with some dots removed or added to encourage different strategies.

This document contains blank copies of several equal grouping dot talks followed by planning sheets. The planning sheets allow you and your teaching partner to plan your number talks together. These sheets contain recordings of two or three potential strategies that students might use as they determine the number of dots. You and your partner should find your own ways to determine the number of dots, look at example strategies and linked recording student strategies, then predict three additional strategies. Planning the ways that you record student thinking ahead of time will help you as you perform your number talk with peers and students.

Conducting Equal Groupings Number Talks (Supplemental)

Now you will plan your own multiplication number talks and lead them in your PLC. The other PLC members will be students. Having a chance to practice leading number talks is one of the most important elements of learning to incorporate number talks into your teaching. Don’t just talk about what you would do - actually try it out! 

write  Step 1: Plan an Equal Groupings Number Talk

With a partner, plan an equal groupings number talk, and record student ideas by drawing on copies of the figure and symbols.

  • There are five talks labeled A, B, C, D, and E on the Equal Groupings handout Links to an external site.. Assign pairs to the talks in a way that makes sense for the size of your group. 
  • The handout contains blank dot arrangements for using as you conduct the talk followed by a planning sheet which allows you to work with your partner to predict strategies and practice recording. You and your partner should find your own ways to determine the number of dots, look at example strategies and linked recording student strategies, then predict three additional strategies. Planning the ways that you record student thinking ahead of time will help you as you perform your number talk with peers and students.

PLC Action  Step 2: Conduct a 3-4 Minute Number Talk with your PLC

  • Move into groups of about three teaching partnerships. 
  • Each partnership will get a chance to present their planned number talk to the other two partnerships. We have found that groups of this size have enough "students" to generate a variety of strategies and gives the teaching partnership a comfortable environment to practice facilitation of the talk. 
  • Select a teaching partnership to present their number talk and have them begin. Other PLC members in the group should act as students - use your experience with students to approximate how they would respond. The goal is to work on recording strategies, so don’t focus on student behavior issues. There is no particular order for the patterns. Set a timer for 3 to 4 minutes.
  • Practice recording strategies (using symbols and the pictures) on the sheet or on the front board (like you would in a real classroom).
  • Try to stay “in character” for the whole number talk.
  • Repeat presentations until all teaching partners have presented their number talk.  

Discuss  Step 3: Reflect on the experience of leading the number talks with your PLC 

  • What went well? What surprised you?
  • What did you learn about listening to and recording student ideas?