#### Browse Help Content

- Freckle Help Landing Page
**Teachers**- Getting Started Guide
- How do I create a Freckle account?
- How do I get my pupils started with Freckle?
- How does Freckle fit into my maths class?
- How much time should my pupils spend on Freckle?
- Can I change my class code?
- Pro Tip: Using Freckle to keep parents informed
- How and when should I get started with Freckle for the first time?
- What can I see on the Activity Feed of the teacher home?

- General
- What features of Freckle are free? What do I get with Freckle Premium Edition?
- How can I change the language of Freckle's user interface?
- How does Freckle support pupils with special needs?
- Can I have my pupils retake the pretest to see growth over time?
- How do I change the email address affiliated with my account?
- Why does my weekly email report say that my pupils did not use Freckle?
- What kind of information will I see in weekly and daily email reports?
- How do I delete a teacher account?
- How does the coin system in Freckle work?

- Setup & Login
- Why am I unable to sign in as a pupil automatically from the Teacher Home?
- How do my pupils use QR codes to sign in?
- How do I confirm my email address with Freckle?
- How do I create accounts for my pupils?
- How do pupils login to Freckle?
- Why are my pupils unable to log in to Freckle?
- Why am I unable to log in to my teacher home?
- How do I change the password to my teacher account?
- I did not receive a password reset email. Why?
- How do I print login cards for my pupils?
- How do I edit a pupil's name or year?
- Why do pupils have to enter the class code each time they log in?
- How do I merge my existing Freckle pupils with admin-managed ones?

- Teacher Home Guide
- What data can I see on the Pupil Goal Setting report?
- How do you calculate time practiced on Freckle?
- How are the scores in the activity feed calculated?
- How does Assignments First Mode work?
- What can I do on the Roster page?
- How can I assign Freckle practice to my pupils?
- How do pupils practice Focus Skills?
- How can I assign benchmark assessments to my pupils?
- What maths reporting and data is available on Freckle?
- What data can I see on Report Cards?
- What data can I see on the Class Grouping Report?
- What Fact Practice data can I see?
- What data can I see on the Assessments Report?
- What can I do on the Printables page?
- What can I do on the Standards page?
- How do I choose my school affiliation?
- How do I transfer a pupil or roster to another teacher?
- How do I share a pupil's data with another teacher?
- How do I separate my roster into multiple classes?
- How can I remove an assignment given to a pupil?

- Pupil Dashboard
- What do Freckle pupil dashboards look like for different years?
- Why are my pupils grouped into teams on the leaderboard? What is Team Mode?
- How can my pupils access, review and retry their assignments?
- Which types of practice modes are resumable in Freckle?
- How does the Pupil Target Setting feature work?

- Maths Practice Program
- Depth of Knowledge (DOK) Challenges
- What is Freckle Maths Practice?
- How do the maths baselines work?
- What types of problems will pupils see in Freckle Maths Practice?
- What content and topics does Freckle cover in Maths Practice?
- What is Fact Practice?
- What is Number Basics?
- What is Number Facts?
- What are Constructed Response prompts? How do you use them?
- How are maths practice questions selected for pupils?
- What instructional supports are offered within the Maths Practice Program?
- What Freckle features are different in Upper Years maths?
- What should I do if I encounter an error or bug in a question?
- How do I reset a pupil's work in a particular maths domain?
- How do I restrict the maths domains pupils will see on their dashboards?
- How does Freckle determine whether a pupil has mastered a level? How can pupils master a level with a low percentage correct?
- How can pupils choose their own maths work?
- What data can I see in the Standards/Topics report?
- What data can I see in the Skills Progress Report?

- Inquiry Based Lessons
- What are Inquiry Based Lessons?
- How do I use Inquiry Based Lessons in my classroom?
- What is in each Inquiry Based Lesson?
- How long does an Inquiry Based Lesson take?
- How do I use the inquiry sheets with the Inquiry Based Lessons?
- What should group work look like during an Inquiry Based Lesson?
- How do I lead a Number Talk? How do I lead a Dot Talk?

- Devices/Equipment
- Freckle Implementation Ideas
**School Network Administrators**- School Network Assessments
- Rostering
- School Dashboard for Administrators

Select one of the Renaissance products listed below to view help for that product.

Accelerated Maths

Accelerated Reader

Star Assessments

# How do I lead a Number Talk? How do I lead a Dot Talk?

Who can do this with default capabilities?

Teachers

Number Talks promote flexibility, accuracy and efficiency in mathematical thinking through the discussion of mental maths strategies. A Number Talk is a 10 minute, whole-class mental maths activity where pupils find the solution to a maths problem in their heads. They then engage in a teacher-facilitated discussion encouraging them to explain their thinking, justify their reasoning and make sense of each other's strategies.

## Facilitating a Number Talk

All Inquiry Based Lessons (Years 3–6) begin with a Number Talk on the Daily Review slide of Day 1. Year 2 lessons begin with a Dot Talk, which will be discussed later in this help topic.

**Teachers should project the Daily Review slide**on the board and ask a pupil volunteer to read it aloud.-
**Pupils then work silently to solve the problem mentally.**

- No pencils and paper or whiteboards should be used. About 2 minutes of wait time is necessary to allow pupils to reflect on and struggle with the mental maths.
- Emphasis should be placed on the thinking process more than the answer itself. It is important to encourage pupils to find solutions using multiple strategies.
- Teachers can even allow pupils to show the number of ways they found the answer to a problem on their fingers.
can be used to indicate progress. A thumb up might mean "I have a solution". Pupils can raise an additional finger for each additional strategy they think of.*Silent signals*

- After wait time, the teacher should
**select multiple pupils to share their solutions**. Pupils can silently validate their classmate's answers by using hand signals for "I agree" or "I disagree". All answers should be shared up front. Mistakes should be treated as learning opportunities. - At this point, teacher might give pupils an opportunity to
**turn and talk**, so everyone has an opportunity to share their answer and strategy. This part is optional. - As facilitator, the teacher should
**call on pupils one by one, simply recording pupil thinking**, whether right or wrong. This gives pupils an opportunity to see multiple strategies and respectfully agree or disagree with one another. Pupils can make sense of each other's strategies and make connections between them.

Teachers might wish to use the following prompts during or after a Number Talk:

- Who would like to share how they got their answer?
- Who did it exactly the same way as ____?
- Did everyone understand ____'s way?
- Can someone explain ____'s strategy in your own words?
- Who has another way of solving it?
- Did anyone use a different method?
- Can you find 2 strategies that are similar?
- Which strategy seems the easiest to you?
- Which strategy would you want to try tomorrow?

## Facilitating a Dot Talk

All Year 2 Inquiry Based Lessons begin with a Dot Talk on Day 1. Similar to a Number Talk, Dot Talks promote mental maths and using multiple strategies. In a Dot Talk, pupils look at a pattern of dots for 3 seconds and share strategies for how they figured out the total number of dots.

For a Dot Talk, teachers may wish to **recreate the dot pattern** multiple times and **draw circles around the dots** to represent the groups of dots that pupils saw.

Just as in a Number Talk, pupils should be encouraged to **explain their thinking** and respectfully agree or disagree with their classmates.

Teachers might wish to use the following prompts during a Dot Talk:

- How many dots are there?
- How did you see the dots?
- What was the first thing you saw when you looked at the dots?
- Did you group the dots in any way?