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#3: Allow more time for problem-solving in groups and allow for student teams to share their results. 

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#3: Allow more time for problem-solving in groups and allow for student teams to share their results. 

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I would like to see students working together to "critique the reasoning of each other" and work together to construct a solution.

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I would like to see students working together to "critique the reasoning of each other" and work together to construct a solution.

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"Attending to precision" is present in my classroom. It is important to use the correct mathematical vocabulary, give a complete and thorough answer, state the units, etc.  

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"Attending to precision" is present in my classroom. It is important to use the correct mathematical vocabulary, give a complete and thorough answer, state the units, etc.  

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I noticed that the speaker recommends starting the class with a question! I am glad that our math series does exactly that. Each lesson starts with a "Solve-n-Share" problem requiring students to solve the problem in whatever manner they can!

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I noticed that the speaker recommends starting the class with a question! I am glad that our math series does exactly that. Each lesson starts with a "Solve-n-Share" problem requiring students to solve the problem in whatever manner they can!

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Expects students to look at problems and think about them in an unconventional way that demonstrates a deeper understanding of the mathematical structure—leading to a
more efficient way of solving the problem.

Expects students to explain the overall structure of the problem and the big math idea used to solve the problem.

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I sometimes over plan and over think my lessons. As a goal this year, I will try to make better use of the things already in front of me. I hope to expand some of the simpler topics we cover into the advanced reasoning they'll need as they progress.

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I daily encourage my students to speak mathematically. Communication is a huge part of learning. Using correct terms and "math words" reinforces prior concepts and helps lay the foundation for future learning. Students converse among themselves in the math class as I facilitate the process.

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Expect students to give meaning to all quantities in the task

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Expect students to give meaning to all quantities in the task

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be aware of standards; offer time and play to math

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As a teacher, I continue to work on my wait time. Throughout the years, I've learned that the struggle is real but that struggle is important. Students learn from mistakes they make. Students build their confidence in math (and other subjects) as they overcome what was hard and find the solutions that once considered unattainable.

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higher level standards are usually hard to reach

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I think our teachers could start trying out station rotations in their classrooms.

Building teacher-led small group time.

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I would like to do better by making more time to introduce more of number 5 -- Use appropriate tools strategically.
Sometimes we tend to get lost in the shuffle of using our time wisely with instruction of content and forget to implement the tools!!

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look for and make use of structure. Second graders are supper at finding patterns in mathematical situations. Their brains have been trained that way.

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I chose this standard because I have a hard time with constructing real world problems. So, I understand why my students would have the same problem

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It would be great to set a goal for teachers to helps students "reason abstractly and quantitatively." It is important for students to not only compute math problems, but learn how to represent problems into symbols and words. Helping students to explore quantitative relationships.

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encouragement and questioning

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I use a mix of all of them but I believe I like number 1 the most. 'Make sense of problems and persevere in solving them.'

The making sense means that the student has to have some type of understanding -- the work it took to get that understanding feeds into the PERSEVERANCE to solve the problem!!

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Hands on makes it easy to grasp concepts for most students. Some students see it as "play", but it is truly a form of learning

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Play is to math as a book is to reading. Time is needed to allow students to work through mathematical problems. Teachers can facilitate time and space so thinking can occur.

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Ensure that students are asked to explain their reasoning and use appropriate and precise mathematical language in doing so.

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My students work with many different math tools to solve problems. I model first with them. Many times they will remember and just get up to get these tools when working independently.

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I see this in my classroom because I cannot function in chaos. I am a very organized person and my classroom management is the same way.

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Doing this in a meaningful way without hurting their passion/love for math and allowing students to do this as well without being ugly or disrespectful to their peers

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Standard 5- Use appropriate tools strategically.

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Standard 5- Use appropriate tools strategically.

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In our math classrooms at school, I see modeling with mathematics in most math classes. The teachers do a good job of connecting the mathematical concepts to real life situations that students can relate to.
Example: When students are learning unit rates our math teacher took them to the grocery store across the street from school to put the concept into a real life situation.

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Not allowing students to ask for answers.  I am not the answer key!

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Not allowing students to ask for answers.  I am not the answer key!

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This stuck out to me because students do think that we, as math teachers, have all the correct answers.

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Showing students how to solve by modeling or allowing them to show me by modeling helps build their love for math and gives them ownership and understanding.

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Students need to experience struggle in order to think and to learn. Through struggle, they develop the ability to take a risk. Starting a lesson off with a question vs. just computing an answer. Saying yes to a student's right to participate. Model courage to explore consequences in math.

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Students need time to struggle. More as a tutor than a teacher in the classroom this was enlightening!! Thinking happens when you have time to struggle - LOVE THIS!!

Also this will now be one of my favorites, "Not knowing is not failure. it's the first step to understanding!" Of course we know this and it has been ingrained in us but the way it is stated here is refreshing!!!

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Thinking happens when you have time to struggle.

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Thinking happens when you have time to struggle.

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Students need time to struggle and truly think critically to work through math problems.

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I loved the way he explained you don't have to know the answer just be able to explain and debate your reasoning. To listen to your students and their why

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Students need to struggle to help them think. Without struggle and just giving the answer, does not help them learn to think and allow to question and allows more conversation in class

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Students need to struggle to help them think. Without struggle and just giving the answer, does not help them learn to think and allow to question and allows more conversation in class

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If math is simply memorization of facts, it is likely to become tedious and unimportant.

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If math is simply memorization of facts, it is likely to become tedious and unimportant.

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I will provide more time for students to think about and discern situations to come up with patterns.

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I will provide more time for students to think about and discern situations to come up with patterns.

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To interpret and make meaning of the problem looking for starting points; Analyze
what is given to explain to themselves the meaning of the problem, I made use of the the 3 read process. They are reading to see who is in the story, what operation, and what question is being addressed. Once they have learned how to use this process they can make more meaningful connections.

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 I would like to work on standard 7...look for and make use of structure and discern patterns.

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 I would like to work on standard 7...look for and make use of structure and discern patterns.

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I incorporate this skill into our math lessons often, as it is beneficial for them to be able to visually see what techniques we are talking about.

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Standard 3- I often use the justify your answer and explain flaws in other models in my class.  We are constantly explaining and writing our thought processes that we use in our problem solving. 

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Standard 3- I often use the justify your answer and explain flaws in other models in my class.  We are constantly explaining and writing our thought processes that we use in our problem solving. 

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students in charge of their understanding and defending it among their peers

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Attend to precision/model with Mathematics

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Attend to precision/model with Mathematics

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I can start identifying incorrect responses and revise their response, with them. I can also question the students choice of model and thinking behind the model.

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being able to recognize clue words for each operation within the word problem

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The practice Model with kids using mathematics to solve everyday issues; writing, making purchases,

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Manipulatives are a great tool for visual learners. I try to encourage my students to use what strategy works best for them.

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Ask questions that will help students to reason abstractly and quantitatively-- like asking how do these factors relate to each or what does this mean to you. I will also ask students to try to explain why they got that answer. So they're not just giving me the answer, they're showing me the reasoning behind how and why they got that particular answer.

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Be tenacious!!
teacher not the answer key
not knowing is not failure it's the 1st step to understanding

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I liked his quote, "Not knowing is not failure.  It is the first step to understanding."

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I liked his quote, "Not knowing is not failure.  It is the first step to understanding."

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I would like to build up the standard of attending to precision.

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Don't move on as quickly.

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I think that this standard (#5) is in practice in my classroom. Especially with measurements, I emphasize the use of rulers, protractors, and other measurement tools.

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The idea that stands out to me is, "Say Yes to your students ideas".  This will challenge me as a math teacher because we are so set on working with facts that do not change. Allowing the student to work through their reasoning is sometimes the challenge.

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The idea that stands out to me is, "Say Yes to your students ideas".  This will challenge me as a math teacher because we are so set on working with facts that do not change. Allowing the student to work through their reasoning is sometimes the challenge.

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Create more conversations and critique of reasoning

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Create more conversations and critique of reasoning

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slow down to give time for more conversations

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Standards 2 and 3 -- I want my students to be able to reason through the problems, think critically, and be able to tell me why they came up with the answer that they got.

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We model using different strategies.

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I would like to build up practice number 3- Construct viable arguments and critique the reasoning of others. They can explain their reasonings, we have to work on constructing a viable argument and learn how to critique others reasonings so no ones feelings will get hurt.

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It is ok if students struggle. It shows they are thinking.

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It is ok if students struggle. It shows they are thinking.

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Show what you know before the concept introduction.

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Show what you know before the concept introduction.

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I love how he used conversation instead of just giving out answers

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Fluency in Math vocabulary throughout the grade levels.

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Fluency in Math vocabulary throughout the grade levels.

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Standard 1 --explaining the problems in a way the students understand.
Standard-- model with mathematics-- I give plenty of examples so I know my students understand the concept/standard.

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I always made sure each approach to a problem had a model to represent each equation, so even if the answer isn't correct, they can explain their thinking from the model, which most times allow them correct themselves. 

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I always made sure each approach to a problem had a model to represent each equation, so even if the answer isn't correct, they can explain their thinking from the model, which most times allow them correct themselves. 

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When teachers let students play with mathematics they flourish

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I liked when he said when you say yes to students' ideas you say yes to their right to participate in the mathmatical discussion.

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In my math class I can see the use of Mathematical Practice number 5- Use appropriate tools strategically. I make sure that the students have the correct tools when working on math. For example if they are using place value to add or subtract, then I have provided a dry erase chart and marker so they can work it out on the dry erase board first then transfer their information over to their paper.

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Students need to struggle to think, and that idea encourages  and helps them think through real problems.

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Students need to struggle to think, and that idea encourages  and helps them think through real problems.

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Saying yes to the students. Even if they are wrong, it encourages them to continue critically thinking through math.

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Without Math literacy their future opportunities shrink.

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I will ask students why particular tools are good for solving the problem and if other tools will also be useful in solving that problem.

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spend time and model productive peer communication in the classroom and set up expectations

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3. Construct viable arguments and critique the reasoning of others

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Make sense of Problems and Persevere in Solving them

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Make sense of Problems and Persevere in Solving them

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Persistence is something that my students struggle with. Some also have trouble solving similar problems using a previously taught strategy. I have started posting strategies on posters in my classroom so they can refer back to them but I need to do this for more concepts and include them in spiral review.

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I would like my students to choose which tool to use in solving a problem: manipulatives, number line, number bond...

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#3--giving the students enough time to create/explore thoughts and arguments

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#3--giving the students enough time to create/explore thoughts and arguments

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Attend to precision--being very aware of language and clearly stated terms.

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Attend to precision--being very aware of language and clearly stated terms.

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Not knowing does not equal failure...it is the first step to understanding

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Standard 1: Make sense of problems and persevere in solving them. Students are able to share strategies and understand other approaches.

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I like to use manipulatives in my class and so my students are given many opportunities to model their problems and find the errors in their models.

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Model with mathematics. Using real world situations to apply math concepts.

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Model with mathematics. Using real world situations to apply math concepts.

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I love to us all the hands on manipulatives during our math lessons. The students really enjoy getting a visual and having a concrete answer right in front of them:)

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I would like to build up modeling and also use of technology in Math.

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I would like to build up modeling and also use of technology in Math.

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We use lots of manipulatives in math class. Many students need something concrete to work with before thinking abstractly.

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My students write addition and subtraction equations to describe situations and solve word problems.

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Use Math tools that are suited for each lesson such as linking cubes, counters, etc.

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Use Math tools that are suited for each lesson such as linking cubes, counters, etc.

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I love when he talked about play being the highest form of research and when he said that we should not use math to grow rule followers.

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Make sense of problems and persevere in solving them

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Make sense of problems and persevere in solving them

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I can give students adequate time to address problems and make sure they make sense. I can use questions to assist them.

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We would like to add more modeling and application of how to apply math in real life situations.

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Make sense of problems and persevere in solving them

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Make sense of problems and persevere in solving them

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I would like to help my students develop their ability to persevere when problems might seem hard.

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Teachers are not the answer key for students.

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Teachers are not the answer key for students.

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We need to give lots of problem solving time to students, not just give the answers.

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Standard 1 ... Teaching different approaches to solve problems

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I use many different math tools with my class depending on the topic. We use linking cubes, clocks, counters, etc. in most, if not all, of our lessons.

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Students need time to struggle in Math in order to succeed in Math. The students need time to think.

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Students need time to struggle in Math in order to succeed in Math. The students need time to think.

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"Play is the highest form of research." This gives me permission to play math games with my students.
"Students need time to struggle." Stop and wait, give them time rather than giving them the answer.

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I love the fact that we need to teach our students that "not knowing is not failure." We need to let our students know that its okay if we don't understand something. Failure is actually the first step to understanding!:)