Fourth Grade Number Talks Unit 1 for Building Number Sense and Mental Math

Rated 4.8 out of 5, based on 232 reviews

4.8 (232 ratings)

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Primary Bliss Teaching

8.4k Followers

Grade Levels

4th, Homeschool

Subjects

Math, Basic Operations, Mental Math

Resource Type

Activities, Interactive Whiteboard

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP6

CCSSMP7

Formats Included

Zip
Google Apps™

Pages

186 pages

$5.50

Wish List

$5.50

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Primary Bliss Teaching

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Includes Google Apps™

The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

My students are really struggling with mental math and number sense. These were implemented into our daily math routine and it has been great for my students!

— Kayla F.

Rated 5 out of 5

We have to include number talks into our daily lessons. This resource provides one less thing to plan, thanks!

— Courtney I.

Rated 5 out of 5

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Description

Standards

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Reviews

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Q&A

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More fromPrimary Bliss Teaching

Description

This 4th-grade Number Talks resource is a MUST-HAVE for any teacher wanting their students' computational strategies and mathematical reasoning abilities to soar to new heights.

You will be so excited to watch as your students' mental math abilities get stronger than ever.

These Number Talks are ready to go. Just display them on your interactive whiteboard and get ready for amazing math conversations to begin. Talk about a time saver and getting the biggest bang for your buck!

We've got you covered if you do not yet have an interactive whiteboard. With this resource, you will receive both a DIGITAL and a PRINTABLE version.

The BEST part...It's extremely easy to use and will save you TONS of time. There are 5 activities that students repeat over a 4-week time frame. This makes life oh so easy for teachers, and gives students repeated opportunities to engage in each particular Number Talk activity.

Our students LOVE this daily routine! We just know yours will too!

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INCLUDES:

20 Highly Engaging Common Core Aligned Number Talks Lessons: The DIGITAL version is no prep and ready to go. The print version is just print, cut and go!

Easy Differentiation: Some of the lessons contain more than one Number Talk option for easy-peasy differentiation.

Variety of Number Talks Activities: Say "YES" to high engagement and "NO!" to boredom! Keeping students highly engaged during Number Talks is key! This product contains the following:

Monday - Add 'Em Up
Tuesday - Tell Me A Story
Wednesday - Add 'Em Up Again
Thursday - Who Is Right?
Friday - Is It True?

Detailed Daily Lesson Plans: These are GREAT for teachers new to number talks, substitute teachers, and teachers who do not have interactive whiteboards.

TWO FREE BONUSES:

Colorful Silent Hand Signal Posters so students can quietly communicate their thinking in an organized and respectful way.
Adorable Sentence Starter Posters to aid students in how to organize and share their ideas with others.

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A link to a GOOGLE SLIDES version is included!

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HERE'S WHAT OTHER TEACHERS ARE SAYING!

"I bought this unit to see if this is something that I would actually use with my students. I will definitely be buying the year-long product! Save yourself some money and skip straight to the year-long product, it is worth it. My students have been having wonderful number talks with this slideshow and I haven't had to do any planning on my part. It is a great resource to just pull up and use! Love that there is a digital version to be able to pull up on the smartboard instead of printing off too!" -Samantha

"This was a great product! I ended up purchasing all of the units. My students have gained better number sense through the use of this." -Cheri

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WHY NUMBER TALKS?...

Number Talks will get your students engaged in mathematical conversations that will increase their ability to reason mathematically as well as develop their computational fluency skills and their ability to think flexibly about numbers.

But the BEST benefit is that it will turn your reluctant mathematicians into math lovers! When students engage in this short daily activity, they communicate with their peers in a safe environment where it's okay to not be right all the time. It's okay to learn from each other. They learn to discuss various strategies and the effectiveness of those strategies. They begin to take risks. And before you know it, your students who once feared math joyfully jump into solving problems with both feet. It's so exciting to see the transformation!

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WHY DID WE CREATE THIS RESOURCE?

A few years ago we were asked to implement Number Talks in our daily math instruction. After engaging our students in a few of these activities, we were hooked. Our challenge then became to create a variety of problem types in order to keep students engaged and excited about Number Talks. And that is when this Number Talk program was born.

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WHO IS THIS RESOURCE FOR?

-Busy Fourth Grade Teachers

-Substitute Teachers

-Special Education Teachers

-Whole Group Math Instruction

-Small-Group Math Instruction

-Math Intervention

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FAQ

How long do Number Talks take?

It is best if Number Talks are done daily for between 5 and 15 minutes.

Can these Number Talks be displayed on an interactive whiteboard?

We have added a fully digital version of our Number Talks using PowerPoint for your convenience! Just display and go! Number Talks made easy!

Does each month contain 20 different types of Number Talk activities?

Oh goodness no. That would be a bit overwhelming. We have 5 Number Talk activities that are repeated each week using different problems. We are all about keeping it easy for teachers and creating meaningful engagement for kids.

Do I have to print out Number Talk materials for each student each day?

NO! This is a whole group activity. Just display the Number Talk for everyone to see.

Do I need to teach the units in order?

We suggest you teach the Number Talks in order because they spiral and increase in difficulty.

Where are the daily lesson plans?

Daily lesson plans are in the printable version section. These are GREAT for teachers new to number talks as well as for substitute teachers.

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Other NUMBER TALKS Products You Might Love

Fourth Grade Yearlong Number Talks BUNDLE

Fourth Grade Number Talks Unit 2

Fourth Grade Number Talks Unit 3

Fourth Grade Number Talks Unit 4

Fourth Grade Number Talks Unit 5

Fourth Grade Number Talks Unit 6

Fourth Grade Number Talks Unit 7

Fourth Grade Number Talks Unit 8

Fourth Grade Number Talks Unit 9

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Permission to copy for single classroom use only.

Please purchase additional licenses if you intend to share this product.

Cindy & Becky

Team Primary Bliss Teaching

Total Pages

186 pages

Answer Key

N/A

Teaching Duration

1 month

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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