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