We’re not looking for speed. We’re looking for thinking. Children who take their time, think deeply and use flexible strategies are doing something incredibly valuable.
That’s why we love building number talks into our maths lessons. We look for opportunities to spark curiosity, encourage mathematical discussion and give children space to share their thinking. They can explain their reasoning, listen to different ideas and discover that there isn’t always one ‘right’ way to think about a problem.
It’s about helping children see maths as something they can explore, make sense of and talk about.
Next time your student gives you an answer, resist the temptation to simply say “Well done!”
Instead, try: “Tell me how you know.”
You might be surprised by the mathematics that follows.
Being good at maths isn’t about being the fastest person to get an answer.
Children develop stronger number sense when they learn to work with numbers flexibly. This means pulling numbers apart, trying different strategies, finding relationships and, most importantly, understanding why something works rather than simply memorising an answer.
Number talks are a simple and effective way to encourage this kind of mathematical thinking.
So, what is a number talk?
It’s exactly what it sounds like: a short conversation about numbers. The most important part of a number talk is discovering how students are thinking, rather than simply checking whether they have the correct answer.
A number talk can be as simple as rephrasing a question.
Instead of ‘What does 8 + 9 equal?’ try asking:
“How many different ways could you solve 8 + 9?”
Give your class some thinking time, then invite them to share their ideas. You might ask:
- “How did you work it out?”
- “Did anyone solve it in a different way?”
- “Can you explain your strategy to a partner?”
A Think-Pair-Share works really well here too. It gives every student the opportunity to think independently, discuss their strategy with a partner and then share their mathematical thinking with the class.
The goal isn’t simply to get the right answer. It’s to develop confident, flexible thinkers who can explain their reasoning, compare strategies, make connections and truly make sense of mathematics.
And the answer isn’t the most interesting part. The thinking is.
Using Picture Prompts to Launch a Number Talk
Picture prompts are an engaging way to begin a number talk and invite children to explore mathematics in a meaningful, real-world context. A single image can provide numerous opportunities for children to notice, wonder, make connections, identify patterns, and explain their mathematical thinking.
Take the picture prompt above as an example. Rather than directing children towards a particular mathematical concept, keep the question open and invite children to identify and explore the mathematics they notice:
“How could you connect the picture to any maths ideas?”
This broad question encourages children to look closely at the image and identify the mathematics that stands out to them. For example, children might notice:
- There are 4 cats on the couch and 4 animals on the ground, making 8 animals altogether.
- 3 of the 8 animals are dogs, which can be represented as the fraction 3/8.
- There are 8 animals altogether and 4 are sleeping, so 4 animals are awake.
- There are twice as many animals on the couch as dogs.
Children might also explore counting, addition, subtraction, fractions, comparison, multiplication, division, position, or patterns.
The purpose is not to find one particular “correct” answer. This is an open-ended mathematical task where children can make different observations and develop their own mathematical connections.
As teachers, our role is to listen carefully to the strategies and ideas children share, ask questions that encourage them to explain and extend their thinking, and make connections between the different mathematical ideas that emerge.
Picture prompts also help children recognise that mathematics exists beyond the classroom. By connecting familiar, everyday situations with mathematical concepts, children can begin to see mathematics as something they use to make sense of the world around them.
The power of a picture prompt is that one image can open the door to many different mathematical conversations.
Beyond “Well Done.”
We’re not looking for speed. We’re looking for thinking. Children who take their time, think deeply and use flexible strategies are doing something incredibly valuable.
That’s why we love building number talks into our maths lessons. We look for opportunities to spark curiosity, encourage mathematical discussion and give children space to share their thinking. They can explain their reasoning, listen to different ideas and discover that there isn’t always one ‘right’ way to think about a problem.
It’s about helping children see maths as something they can explore, make sense of and talk about.
Next time your student gives you an answer, resist the temptation to simply say “Well done!”
Instead, try: “Tell me how you know.”
You might be surprised by the mathematics that follows.
