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Math Talk

Week 1

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When you are sharing your answers you can use a sentence starter to help you get started.

My answer is … To get my answer, I...
The first thing I did was… Next…, Then…, Finally…
I can solve this problem by…
The strategy that helped me solve the problem was…
I learned that…
The first step I took was…
Another way to solve this problem is to...

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My answer is … To get my answer, I…
I can prove it by…
I chose this operation because…
My solution is____________. This makes sense because___________.
I can check my answer by…
I know my answer is correct because…
A different way to solve is …
I chose to add /subtract /multiply /divide because the problem…
I know that...

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Which one does not belong?

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What are the products?

2 X 5

2 X 50

20 X 50

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Math Talk Virtual Money

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What is the product for each expression?

8 X 30

8 X 31

8 X 29

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How many rectangles are in this shape?

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This type of Math Talk is intended to bring out a variety of different ways we perceive geometric shapes. This can highlight concepts of number and geometry, as well as develop categories based on identified attributes.

For example, students might use the following reasoning:

There is one large rectangle
There are 6 smaller rectangles inside the larger one.
There is a rectangle in the “upper” half and in the “lower” half of the large rectangle.
There are tall, long rectangles from the vertical lines cutting the large rectangle.
There are two “square-like” rectangles in the upper half and two 2-piece rectangles in the lower half.

Bring attention to the definition of “rectangle” (quadrilateral with 4 right angles) and how the smaller ones combine to make larger ones.

As students share, ask:

What questions do you have for ____ about how they perceived the difference?
Who thought of it in the same or a similar way?
Who thought of it a different way?
How are these ways similar?
Is there more than one right answer to this? Why or why not?