Classroom Number Talk: Exploring Representations of 49

Students creatively explore multiple ways to represent the number 49 during their number talk.

### Engaging Number Talks: Exploring the Number 49
* 📝 The class is actively participating in a number talk, sharing various representations of the number **49** using different mathematical strategies.
* 🙋 Students are encouraged to raise their hands to demonstrate their methods, including **expanded form** and the **identity property**, showcasing their understanding of these concepts.
* 🔢 One student expands 49 into **40 plus 9**, while another uses vertical representation to break down the number, demonstrating **diverse problem-solving approaches**.
* 💬 The teacher prompts students to think of real-life examples of the number **49**, leading to discussions about **math books**, game **HP**, and even **money**.
* 💡 The conversation flows as students share their ideas, such as counting objects, house numbers, and pieces in a Lego set, emphasizing the **relevance of numbers in everyday life**.
* 👥 The teacher continues to facilitate the discussion, asking for volunteers to **share their thoughts** and ensuring every student has the opportunity to **participate**.
* 🔄 Students explore different mathematical properties, including the **community property**, while reinforcing their understanding through **collaborative learning**.
* 📊 As the session wraps up, the focus shifts to representing the number **49 in various ways**, solidifying their comprehension of the day's lesson.

Okay, thank you guys. Okay, my students. Um, now today we're going to work on our number of the day, 49. Let's see how can we represent this number. How many ways can you represent? Okay, start. How can we ar? You have one identi property. Okay, 49, 49, 49. Perfect. Look at that, my friends. He did identity prop. Another one. Axel, can you speak a little bit louder, honey? 10, 10. How many T you put? Am I writing it right? Did you do it? Did you do it h horizontal or vertical? Horizontal, horizontal. Okay, and what else do you do? Plus n, plus n. Okay, and how do you know to put 10 + 10 + 10? Because 10 + 10 is 20, and 20. Okay, so you did this is 20, and you did 10 + 10 is 20 like that, and then plus N9. Okay, and then what else do you do? I got. Did you add 20 + 20 or yes? Okay, perfect. Okay, so he did 20 + 20 is 40, and

then plus 9 perfect look how he represent that a number 49 another person okay how about you 29 209 499 do any of you guys got did this uh way using vertical raise your hand if you use this way I want to see you use this way okay I see few kids okay how about raise your hand do this way the identity property oh good job what about H like AB did he he broke it into T raise your hand if you did on T nice okay is there any other way that we we can represent raise your hand please it's Adina and then it's you Evan okay um I I did expand this for uh I did 40 okay 40 plus 9 plus 9 o 40 + 9 look at that my friends that's exactly expanded form raise your hand if you did expanded form look Amy you did it nice you too nice okay now who else can show me another way uh what Evan it was Evan and then is you okay okay let me see okay um she used a

community property you see. Oh, can you speak so I can. Oh, okay, like this, like this. Nice, look at you. And you use what? What? What is it called? Community property. Okay, so you just switch it this way. Yes, okay. Is anybody else did this way? Raise your hand. You did that way. Okay, okay, J. Okay, S. 7. Youed math. Nice, look. He used his MTH seven times. Say with me, say seven times. S. Y. Good job. Okay, another person. Ready? How about you? I use it 49 * 1. What is it? And how do you know that 49 * 1 is 49? That is true. That is true. Okay, so now I'm going to get one more student that did not have a chance. Okay, how about you? Okay, you did what? 50. Did you do horizontal or vertical way? Vertical. So, you put like this minus what number? Yes, that is true. Okay, has anybody did this way? Yes, no. Okay, ready? One last one, Mason. 599. Oh, hold on, I'm sorry. Okay, let me ask you. Did you do vertical or horizontal?

vertical vertical okay so let me move it over here so I can do vertical okay so it's what is it okay 550 so you did minus okay and then 49 equals 49 and how do you know it was equals 49 nice job look at you guys all you guys has anybody came up with this way yeah no look you can use bigger numbers and to make it something right okay my students now I'm going to ask you a question okay let's use our brain I know all of you guys want to share but we're going to keep doing this m my uh number talk tomorrow okay I have a question I want you guys to turn and talk to your partner and tell each other how can I or where can I see the number 49 in real go partner a you tell [Music] me [Music] number9 the on the phone yes okay show me one finger if you still need to think okay are you done if you are done you can put your hands on your back you hear me clap

once. Thank you. If you hear me, clap twice. Thank you. Okay, now you talk to your partner. Now I want for some volunteers to tell me what it is. If we can do it faster, the majority can do it. So we're going to go in order. Okay, you 49, 49. I 49. Nice. Amy, ont, honey, speak louder. The house number on the house numbers. Yes, on our address. Let's go here. Um, maybe like, maybe if you see if you build one out of Legos. If you been build one out of Legos. Yes, that is true. You can have 49 pieces, right? Yeah. How about you, Maya? Um, see, I can see it is the cash register. Cash register. How about you, sweetie? An iPad. An iPad. Yes. How about you? How old someone is. How old someone is. I'm close to that one, actually. How about you, an oven? Yes, Adrian. On the math book. Elias. On the clock. Yes, yes. When we see the times, right? Okay, okay. We're going to go. Uh, did everybody have a chance over

here yeah oh my students were going to be respectful when somebody is sharing. What did you say? Math books? Yes, look, he's using the language. Good job, sweetie. I am so proud of you. On math books? Yes. Okay, now let's go to this group. Not group, uh, let's go with Arayu. Like your HP in a game. HP in a game? Yes. How about you, B? Stop a lot of my together? Yes. Clo, closeth? Yes, yes. If we count them right, how about you guys? Anybody over here wants to share? You're done? How about you? You're, you pass? Okay. How about you and you have what? $4? Yes. And money? Yes. How about you, Seina? Um, like a car? Like how many cars? Yeah, how many cars? Yes. How about you, um, errands in life? Uhhuh. How can you see, uh, the represent number 49? I just use human things like I count letters or bug or rocks. So you're always counting? Nice. Yeah, that's awesome. That's awesome. Okay, how about you? Are you sharing? No, you

pass. So, did everybody have a chance to share? Okay, awesome students. Now than uh now remember now we're going to write erase our whiteboards and tomorrow we're going to do again our number talk. Okay, can you turn it off the okay now.

October 26, 2024

Nilda Pitts

The class is working on representing the number 49 in different ways.

One student uses the identity property and adds 10 multiple times.

The student also combines the sums, adding 20 and then 20 again to reach 40.

The teacher engages students in a discussion about the number 49, encouraging them to think of real-life examples where they see this number.

Students share various examples, such as math books, game HP, money, and counting letters or objects.

The teacher praises their contributions and fosters a respectful sharing environment.

Exploring Different Ways to Represent Numbers

Students are sharing various ways to represent the number 49, including house numbers, Lego pieces, and cash registers.

The discussion also includes using community property and different methods like multiplication and subtraction to arrive at the same number.

The teacher is encouraging participation and ensuring that everyone has a chance to share their approach.

Creative Approaches to Number Representation

Students shared various methods to represent numbers during the discussion.

Some used vertical addition, while others applied the identity property and breaking numbers into tens.

Expanded form was also a popular method, with several students raising their hands to show their approaches.