Anchoring Number Talks

Katie Biro, Lara K. Dick


Number Talks are a powerful strategy for mathematics classroom discourse.  However, much of the work on Number Talks focused on their implementation in upper elementary classrooms.  For this article, we propose using Anchor Charts in conjunction with Number Talks to assist early elementary students as they learn how to talk about their mathematical thinking.  A classroom teacher's experience is shared along with examples and tips for teachers interested in using Anchor Charts with Number Talks are provided.

Full Text:



Berger, A. M., County, H., & Service, E. (2017). Using number talks to build procedural fluency through conceptual understanding. Ohio Journal of School Mathematics, 75, 1-7.

Brown, J. (2014). Hook and hold. Teaching Children Mathematics, 21(1), 46-54.

Calkins, L. (2015). A guide to the reading workshop. Heinemann.

National Governors’ Association Center for Best Practices, Council of Chief State School Officers (NGA/CCSSO) (2010). Common Core State Standards Mathematics. Washington, DC: Author.

Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, grades 4-10. Portsmith, NH: Stenhouse Publishers.

Mraz, K. & Martinelli, M. (2014). Smarter charts for math, science & social studies. Portsmouth, NH:


National Council of Teachers of Mathematics (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.

Parker, R., & Humphreys, C. (2018). Digging deeper: Making number talks matter even more, grades 3-10. Portsmith, NH: Stenhouse Publishers.

Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies, K-5. Sousalito, California: Math Solutions.

Smith, M., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.


  • There are currently no refbacks.

Copyright (c) 2019 Katie Biro, Lara K. Dick

The Ohio Journal of School Mathematics is published by the Ohio Council of Teachers of Mathematics and hosted by The Ohio State University Libraries.

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact

ISSN 2472-5986 (print)
ISSN 2472-601X (online)