## Macarons

Gotta be 3 & 10! Or 4 &9. Balance and rotational symmetry.

Back in September, I shared Howie’s tweet with my daughters and am relieved to report that they, too, answered correctly. This is an ongoing thing with us. Whether eggs or cookies, what’s left should either (a) represent a pattern or (b) illustrate a mathematical concept. It’s these mathematical concepts that inform how I create or select a number talk image. There’s a purpose for each image.

Consider the following arrangement of macaronsâ€¦

You might see six groups of six, each group its own flavour (left to right: crÃ¨me brÃ»lÃ©e, dulce de leche, pistachio, red velvet, chocolate & mandarin, chocolate). Or you might see six rows and six columns — an array. If I had 18 macarons left, I could place them in three rows of six or six rows of three, demonstrating the commutative property of multiplicationâ€¦

You might see the remaining macarons not (only) as 18 but (also) as one-half. (See this tweet — similar to Howie’s — for one-half of a carton of eggs left.) Expanding from left to right or top to bottom introduces equivalent fractions: 3/6, 6/12, 9/18, â€¦ 18/36. Every second row or every second column also gets you one-half. So, too, does every second macaron, whether looking across rows or down columnsâ€¦

This arrangement maintains the balance and rotational symmetry of my two-eggs-left choice above. (See Simon Gregg’s symmetrical eggs tweet.) There are many interesting ways of seeing eighteen here, including 2(1 +3 + 5) on the diagonals. If a particular strategy does not emerge from the class, I often “go backwards” (e.g., “I see 2(5 + 4). How do I see them?”).

If I had thirty macarons left, I’d remove one column or row, which introduces the distributive property of multiplicationâ€¦

The number of macarons in these two photos can be expressed as 6(4 + 1) and (3 + 2)6, respectively.

Sticking with thirty, removing a diagonal can bring to mind part-whole relationships as well as the associative property of additionâ€¦

Here, five is composed of zero and five, one and four, two and three, and so on. Two plus three (pistachio) is equal to three plus two (red velvet).

If I had 20 macarons left, I could choose to emphasize multiplication as equal groups — a quincunx of squares (5 Ã— 4) or a square of quincunxes (4 Ã— 5) — and ask What is the same? What’s different?â€¦

Notice that if you still see rows and columns rather than groups, then you might count four rows/columns of four and two rows/columns of two. This can be expressed as 4 Ã— 4 + 2 Ã— 2, which calls on order of operations. So, too, does 2(4 + 4 + 2) if you take advantage of the line symmetry in each of these two arrangements.

Twenty-one macarons form a “staircase”â€¦

Moving some of the macarons makes a “near array”: pairing chocolate with pistachio and mandarin-chocolate with red velvet produces 5 Ã— 4 + 1 (or 6 + 5 Ã— 3).

The Number talk images (aka “quick images” or “dot cards“) instructional routine continues to be one of my favourites. For teachers facing the challenge of facilitating this routine remotely, there are a few, albeit flawed, solutions within Microsoft Teams (SurreySchools’ supported platform).

I’m with Jonathan. In Desmos, it’s dead easy to create an activity in which students can mark up an image to show how they see a quantity, enter a number or expression to answer how many, and type within a text box to explain their mathematical reasoning. Also, the Teacher Dashboard allows teachers to take and present snapshots of students’ ideas to share and discuss with the whole class. See my sample Desmos activity. It’s intended to be a template, not a single never-ending number talk. Copy and paste screens as need be. The images above — and a few more food favourites — are also included in the slide deck below.

## A&W Math

“That’s a lot of smiles,” Keira (10) said as we waited for our Teen Burgers.

“Yeah. How many?” I asked. “A lot” wasn’t going to fly with a “real-world” number talk in front of us.

“Sixty-three and nineteen isâ€¦ hold on,” Keira said. She wanted to add tens and ones: three twenties is sixty and one and two make three. She knew that the nine in nineteen would make this strategy more challenging. So she took advantage of the associative property and (wisely) punted.

After a few moments Keira offered eighty-two. She explained that sixty-three and twenty make eighty-three so sixty-three and nineteen make eighty-two.

Her sister Gwyneth (13) used a different strategy. “I took one from the twenty-one and gave it to the nineteen,” she said. “That’s four twenties–ha!–and two more.”

At Graham Fletcher’s session at the Northwest Mathematics Conference in Whistler, he shared a story of one student using this strategy after engaging in his Bright Idea task: “Numbers are just Skittles now,” she said. Similarly, Gwyneth decomposed twenty-one, taking and giving one to create two landmark or friendly numbers. To Gwyneth, numbers are just smiles.

## Howard Stern Loves to Show How He Does the Math

About six and a half minutes into the latest episode of My Next Guest Needs No Introduction, host David Letterman asks guest Howard Stern how long they’ve known one another. Viewers are treated to a number talk. The transcript:

David: You know how long you and I have known one another?

Howard: How long?

David: Well, it’s pretty much to the month since 1984.

Howard: Wow. Now I’m gonna do some quick math and figure out how long that is, if you don’t mind.Â Now math happens to beâ€¦ I’m good at it. This is how I do it. This is 2018. Right?

David: It’s 34.

Howard: Oh, you gave it away.

David: It’s 34 years.

Howard: Let me check your math.

David: Yeah.

Howard: The way I get to it is, you say 1984 and I add ten immediately.

David: Yeah.

Howard: That brings us to 1994.

David: That’s right.

Howard: That’s ten.

David: Yeah.

Howard: 1994, then 2004 is 20.

David: Yeah.

Howard: Now here’s tricky ’cause I get confused.Â 2004 to 2014 is another 10. That’s 30. You’re absolutely right. That’s 34 years. Good for you.

David: Nowâ€¦

Howard: I love to show how I do the math.

David: Speaking of which, you realize that all of that will be subtracted from the show?

Howard: Wow. But really for youâ€¦ I guess the premise of this show, although who knows what this show isâ€¦ you know, I don’t even know what I’m doing here, but I thought the premise was thatâ€¦ you’re choosing six peopleâ€¦ and I’m way more fun than Obama already, I’m sure. I mean, this is fun.

David: Really?

Howard: Oh, for God’s sake, yeah.

Lucky for us, Letterman didn’t subtract all of this from the show. Some observationsâ€¦

Despite David giving away the solution, Howard continues to share his strategy. David is not the ultimate authority; Howard is eager to prove this solution. Howard, at least, is interested in Howard’s reasoning. He’s focused on sense-making, not answer-getting; how?, not what?Â All of this is typical of a classroom number talk.

Howard uses an adding upÂ (or add instead) strategy for 2018Â âˆ’ 1984. He moves forward from 1984 to reach 2018.Â The context implies distanceâ€“not removalâ€“which lends itself to this strategy. Stern’s jumping by tens gives us an opportunity to discuss efficiency, e.g., one jump of thirty rather than three jumps of ten. For what it’s worth, I used an adding up strategy too. First I added 16 to 1984 to get to 2000 (or six and ten to get to 1990 and 2000), then I added 18 to get to 2018.

David, of course, does not record Howard’s thinking. I might use this video clip to have teachers anticipate possible strategies forÂ 2018Â âˆ’ 1984 and consider how they would record them. I chose an open number line to model Howard’s adding upÂ strategy:

.pdf

Howard is confident: “Now math happens to beâ€¦ I’m good at it.” He is enthusiastic: “I love to show how I do the math.” He is joyful: “I mean, this is fun.” Over the last two years, it has been my privilege to work alongside Surrey teachers Alex Sabell and Jonathan Vervaet (and others) as they’ve incorporated number talks in their classrooms. These same positive attitudes towards mathematics come through in their students’ interviews (seeÂ Alex & Jonathan).

What did you notice in this clip? What did I miss?

## Paint Splatter Arrays

This isn’t Splat!

In Steve Wyborney’s Splat!, the total number of dots is given and the number of dots under each splat is unknown. In my Paint Splatter Arrays, the total number of dots is unknown. My paint splatters do cover some dots but how many is beside the point. Also, Steve’s dots are scattered; mine are arranged in arrays. (More on that below.) Steve’s splats splat. My splatters are there from the get-go. See? Not the same.

Here’s why I created this activityâ€¦

T: “How many do you see?”

S: “Twenty-five.”

T: “How do you see them?”

S: “Two, four, six, â€¦”

Every. Single. Time.

Not all students. Most students do see and use groups or arrays to figure out how many. Those strategies are described in this post. But some students don’t seem to make sense of others’ ideas. That’s a greater challenge than I’ll tackle here. (Recommended: Intentional TalkÂ by Elham Kazemi and Allison Hintz.) Instead, I designed the activity above toÂ (gently) shove students towards looking for and making use of arrays.

The first three are softballs. For example, the second:

Students can still see each dot and count all by ones or twos. But a more efficient strategy is to see 3Â Ã— 5 (3 rows, 5 columns).

The next several slides completely cover at least one dot, so students can’t count all by counting what they can see. In each, at least one complete row and one complete column is visible. For example:

I had some fun with the last two. In the next-to-last one, the middle column is completely concealed.

In the last one, most of the dots are hidden. A bit of estimation. How many?

How confident are you?

I test-drove these on my daughters. (Keira likes Booger Math! over Paint Splatter Arrays, by the way. It is catchier.) I’m looking forward to trying this out in Surrey classrooms. Feedback welcome!

And mine goes ding ding ding di di ding ding DING ding ding ding di di ding ding.

## Halving & Doubling: Very Fun to Play With

On last week’s Last Week Tonight with John Oliver, John Oliver used the mental math/computation strategy of halving and doubling as a punchline to a news story on nuclear waste.

The graphics nicely–and quickly!–illustrate why this strategy works. Starting with 1 Ã— 20 (one football field twenty feet tall), if we double the first factor (area in football fields) and halve the second factor (height in feet), the product (volume in piles of nuclear waste), expressed as 2 Ã— 10, remains the same. Similarly, we can halve and double to visualize thatÂ 1 Ã— 20Â is equivalent toÂ Â½Â Ã— 40. (Oliver also throws in the commutative property at the end–twenty football fields one foot tall.)

This reminded me of a video clip from Sherry Parrish’s Number Talks. In it, the teacher poses the problemÂ 16 Ã— 35. The fifth graders share several strategies: partial products (10 Ã— 30 + 10Â Ã— 5 +Â 6 Ã— 30 +Â 6 Ã— 5); making friendly numbers (20Â Ã— 35Â âˆ’Â 4 Ã— 35); halving and doubling (8 Ã— 70); and prime factors (ultimately unhelpful here).

I’ve probably shared this video in about a dozen workshops. There are some predictable responses from attendees. Often “not my kids” is the first reaction. I remind teachers that the teacher in this video has implemented this routine three to five times a week in her classroom. This isn’t her kids’ first number talk. PoseÂ 16 Ã— 35 in your fifth–or ninth!–grade classroom tomorrow and, yeah, the conversation will probably fall flat. Also, this teacher is part of a schoolwide effort (seen in other videos shared at these workshops).

Teachers are always amazed by Molly’s halving and doubling strategy. Every. Single. Time. I ask attendees to anticipate strategies but they don’t see this one coming. I note that doubling and halving wasn’t introduced throughÂ 16 Ã— 35. I would introduce this through a string of computation problems (e.g.,Â 1 Ã— 12, Â 2 Ã— 6, 4 Ã— 3). “What do you notice? What patterns do you see? Does it always work? Why?” We can answer this by calling on the associative property: 16Â Ã— 35 = (8 Ã— 2) Ã— 35 = 8Â Ã— (2 Ã— 35) = 8 Ã— 70 above. Better yet, having students play with cutting and rearranging arrays provides another (connected) explanation.

Rather than playing with virtual piles of nuclear waste, I had fun with arrays of candy buttons:

Number Talks (pdf)

## Update

He did it again! Factoring as a punchline to a story on SLAPPs. “Math. Is. Fun!”