Math Talking Stems

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Keep Your Chin Up

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Grade Levels

1st - 5th

Subjects

Math, Other (Math)

Resource Type

Bulletin Board Ideas, Posters

Standards

CCSS1.OA.C.6

CCSS2.OA.B.2

CCSS3.OA.C.7

Formats Included

Pages

15 pages

$2.00

Wish List

$2.00

Wish List

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What educators are saying

I plan to use this next school year as well but start from the first day and make it a requirement for the students to answer math whole group discussions with theses stems. I like the phrases and allows their thinking to deepen and question information they do not understand

— Nicki W.

Rated 5 out of 5

It has been so fun to watch my students get more comfortable using these sentence stems when we're having discussions during our math block.

— Taylor C.

Rated 5 out of 5

Description

Standards

Reviews

^1.5k

Q&A

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Description

Engage your students in math discourse by displaying these math talking stems posters during whole group math, number talks, during math centers, or in guided math groups. These sentence starters will encourage your students to have collaborative discussions explaining their mathematical thinking with each other.

WHAT'S INCLUDED?

• "Math Talk" bulletin board title (2 options)

• 14 Math talking stem speech bubbles

• 1 Speech bubble accountability sheet

The 12 speech bubbles include:

► I noticed that...

► I know that...

► My first step was...

► I agree because...

► I disagree because...

► I know this because...

► I'm confused about...

► I can solve this by...

► I can justify my answer by...

► I can check my answer by...

► I'd like to change my thinking because...

► Another strategy you can use is...

► How did you get your answer?

► What strategy did you use?

► How do you know that?

PLEASE NOTE that this is a PDF file and it is not editable.

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Total Pages

15 pages

Answer Key

N/A

Teaching Duration

N/A

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Standards

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

CCSS1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

CCSS2.OA.B.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

CCSS3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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