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George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham

Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.

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Brandon G. McMillan and Theodore Sagun

This instructional activity gives teachers access to student thinking that can be leveraged to extend and connect their ideas.