#### Browse Help Content

- Freckle Help Landing Page
**Teachers**- Getting Started Guide
- How should Freckle be implemented in K–2nd grade? 3rd–5th grade? 6th–12th grade?
- How do I create a Freckle account?
- How do I get my students started with Freckle?
- How does Freckle fit into my math class?
- How does Freckle fit into my ELA class?
- How much time should my students spend on Freckle?
- How can I share Freckle with my friends and colleagues? Do you have any training materials I can use?
- How do I copy and paste my roster into 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 dashboard?

- General
- To what states does Freckle align?
- Pro Tip: Using Freckle over the summer
- What features of Freckle are free? What do I get with Freckle Premium Edition?
- Is Freckle offered in Spanish?
- Can I have my students retake the pretest to see growth over time?
- Is Freckle research-based?
- How do I change the email address affiliated with my account?
- Why does my weekly email report say that my students didn't use Freckle?
- How do I delete a teacher account?
- How does the coin system in Freckle work?

- Setup & Login
- Why can't I sign in as a student automatically from the Teacher Dashboard?
- How do my students use QR codes to sign in?
- How does importing students from Google Classroom work?
- How do I confirm my email address with Freckle?
- How do I create accounts for my students?
- How do students login to Freckle? Is there an option for password protection?
- Why can't my students log in to Freckle?
- Why can't I log in to my teacher dashboard?
- 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 students?
- How do I edit a student's name or grade level?
- Why do students have to enter the class code each time they log in?
- How do I merge my existing Freckle students with admin-managed ones?

- Teacher Dashboard Guide
- What data can I see on the Student Goal Setting report?
- What are Constructed Response prompts? How do you use them?
- 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?
- What can I do on the Assignments page?
- How can I assign adaptive practice to my students?
- How can I assign targeted practice assignments to my students?
- How can I assign benchmark assessments to my students?
- What math 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 student or roster to another teacher?
- How do I share a student's data with another teacher?
- How do I separate my roster into multiple classes?
- How can I edit assignment titles and share assignments with Google Classroom, Remind, and other programs?
- How can I remove an assignment given to a student?

- Student Dashboard
- Math Practice Program
- Depth of Knowledge (DOK) Challenges
- What is Freckle Math Practice?
- How do the math pre-tests work?
- What types of problems will students see in Freckle Math Practice?
- What content and topics does Freckle cover in Math Practice?
- What is Fact Practice?
- What is Number Basics?
- What is Number Facts?
- How are math practice questions selected for students?
- What instructional supports are offered within the Math Practice Program?
- How do the Algebra 1 standards in Freckle align with the Common Core standards?
- What should I do if I encounter an error or bug in a question?
- How do I reset a student's work in a particular math domain?
- How do I restrict the math domains students will see on their dashboards?
- How does Freckle determine whether a student has mastered a level? How can students master a level with a low percentage correct?
- How can students choose their own math work?
- What data can I see in the Standards/Topics report?

- Inquiry Based Lessons
- What are Inquiry Based Lessons?
- How do I use Inquiry Based Lessons in my classroom?
- What's 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?

- English Language Arts
- What are Articles and Stories and how do I assign them to my students?
- What is ELA Skills Practice and how do I implement it?
- What is Grammar Skills Practice?
- How are Freckle's ELA programs standards-aligned?
- How do Freckle Text Levels work, and how do they relate to other measurements of reading level?
- How do ELA Pre-Tests work?
- What is Word Study? What levels are in the Word Study program?
- What are Decodables?
- What is Sight Words?
- What instructional supports are offered within the ELA Practice Program?
- What Individual ELA Reports do we offer?
- What Class-Wide ELA Reports do we offer?
- What Additional ELA Reports do we offer?
- How do teachers and students use Freckle Writing Prompts?
- How do I grade student responses to writing prompts?
- What can I do if the reading level my student is assigned on Freckle is not right?
- What are ELA Benchmark Assessments and how do I assign them?
- How do students complete ELA assignments?

- Social Studies and Science
- Devices/Equipment
- Troubleshooting: generating a HAR file
- On which browsers and devices is Freckle supported?
- Is there a list of URLs that we should whitelist in our firewall to make sure Freckle runs smoothly?
- Can I use Freckle if I don't have a class set of devices?
- How can I help Freckle debug an issue I'm having with Google Chrome?
- On Chromebooks and laptops, the screen gets stuck on the loading spinner. What should I do?

- Freckle Implementation Ideas
- Using Freckle to Plan Your Calendar Year
- Using Freckle for Warm-Ups
- Using Freckle for Differentiated Practice
- Using Freckle for Formative Assessment
- Using Freckle for Homework
- Using Freckle for Blended Learning
- Using Freckle in Stations
- Using Freckle for Intervention and IEPs
- Using Freckle for Project-Based Learning
- Using Freckle for Enrichment
- Using Freckle for Summer/Winter Breaks

**District Administrators**- District Assessments
- Rostering
- School Dashboard for Administrators
- What options does Freckle offer for training/professional development?
- Getting Started: Administrator Dashboard
- What can I do on the Administrator Dashboard?
- What information can I see on the Assessments page?
- As a school administrator, how can I notify my teachers that I want them to administer a school-wide assessment?
- As a school administrator, can I delete teachers that are no longer at my school?
- As a school administrator, how can I invite new teachers at my school to join Freckle?

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# 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 math strategies. A Number Talk is a 10 minute, whole-class mental math activity where students find the solution to a math 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 (grades 2–5) begin with a Number Talk on the Daily Review slide of Day 1. First grade 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 student volunteer to read it aloud.**Students 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 students to reflect on and struggle with the mental math.
- Emphasis should be placed on the thinking process more than the answer itself. It is important to encourage students to find solutions using multiple strategies.
- Teachers can even allow students 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." Students can raise an additional finger for each additional strategy they think of.*Silent signals*

- After wait time, the teacher should
**select multiple students to share their solutions**. Students 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 students 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 students one by one, simply recording student thinking**, whether right or wrong. This gives students an opportunity to see multiple strategies and respectfully agree or disagree with one another. Students 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 1st grade Inquiry Based Lessons begin with a Dot Talk on Day 1. Similar to a Number Talk, Dot Talks promote mental math and using multiple strategies. In a Dot Talk, students 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 students saw.

Just as in a Number Talk, students 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?