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Students need to understand the problem in order to solve the problem.

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Students need to understand the problem in order to solve the problem.

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So that students know the "why" and the "what" is going on when solving a problem. Rather than just solving it to solve it. 

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So that students know the "why" and the "what" is going on when solving a problem. Rather than just solving it to solve it. 

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Students need to use only relevant information that is presented, get rid of the extra context, and understand which operation will help them persevere in solving the problem.

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Students need to use only relevant information that is presented, get rid of the extra context, and understand which operation will help them persevere in solving the problem.

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Standards/content/skills/models being used leading up to and continuing after a lesson/unit

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Standards/content/skills/models being used leading up to and continuing after a lesson/unit

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Time to reteach or find a manipulative or alternative strategy

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Time to reteach or find a manipulative or alternative strategy

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I am looking forward to focusing on MP 1 this year and discussing it with a group

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I am looking forward to focusing on MP 1 this year and discussing it with a group

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The MPs help show what is important for understanding math, what needs to be done to understand how math works, what it takes to be successful (like precision, perseverance)

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The MPs help show what is important for understanding math, what needs to be done to understand how math works, what it takes to be successful (like precision, perseverance)

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formative assessments, fluency practice, application problems, final assessments

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formative assessments, fluency practice, application problems, final assessments

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Then my students would not be performing in math.

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Then my students would not be performing in math.

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These MP enhance discussions and give everyone the same mathematical  language to use when discussing or critiquing other's work.

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These MP enhance discussions and give everyone the same mathematical  language to use when discussing or critiquing other's work.

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Teachers need to fully understand each practice before trying to  engage students.  Using examples...

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Teachers need to fully understand each practice before trying to  engage students.  Using examples...

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MP1 is the stepping stone to all other MPs

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The practices are fundamental to doing math as they are the habits and behaviors that allow one/groups to thrive.

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The practices are fundamental to doing math as they are the habits and behaviors that allow one/groups to thrive.

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Continue to work with them...

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The MPs guide our own thinking about what skills children need in order to tackle specific math standards within our math curriculum.

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What would the formative assessments look like?

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What would the formative assessments look like?

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Teachers must understand that conditions that allow learners to thrive and cultivate these systems and opportunities in their classrooms.

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Teachers must understand that conditions that allow learners to thrive and cultivate these systems and opportunities in their classrooms.

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They set the stage and culture for how math is "done" in our classroom and the larger real world.

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They set the stage and culture for how math is "done" in our classroom and the larger real world.

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Math Practice Standards Journal Prompts (1)

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The MPs are powerful transferable skills, once internalized. 

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The MPs are powerful transferable skills, once internalized. 

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They require active mathematical engagement working towards real understanding and application, rather than relying on a textbook page or passive prescribed program pace.

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They require active mathematical engagement working towards real understanding and application, rather than relying on a textbook page or passive prescribed program pace.

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We're focusing on MP5, and I think it will help me focus on children's access to math tools in order to strengthen understanding.

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The Mathematical Practices align completely with transferable skills. I recognize all of these practices through the lens of trans. skills in reading and writing. 

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The Mathematical Practices align completely with transferable skills. I recognize all of these practices through the lens of trans. skills in reading and writing. 

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Find the gaps in their thinking and rework your instruction to fill the gaps, enhance small group time to target those skills.

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They are important to teaching math content so that students learn math concepts and are able to apply as they progress in math. But, they are also fundamental to learning in general, as a life long skill. Problem solving in math to problem solving in life.

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Knowledge of the transferable skills is key!

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Knowledge of the transferable skills is key!

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Intentionally re-establish math class culture as a safe place to take risks, share thinking, provide thoughtful feedback, and work towards shared understanding of concepts.

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Intentionally re-establish math class culture as a safe place to take risks, share thinking, provide thoughtful feedback, and work towards shared understanding of concepts.

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The practices are all the ways to be expert mathematicians.

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The practices are all the ways to be expert mathematicians.

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Develop a safe space where students can feel comfortable taking risks and making mistakes.

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Develop a safe space where students can feel comfortable taking risks and making mistakes.

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Each time I look at them, I see how interconnected they are to each other and to instruction of the curriculum.

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Each time I look at them, I see how interconnected they are to each other and to instruction of the curriculum.

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Practices need to be deeply embedded in the classroom.

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Practices need to be deeply embedded in the classroom.

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Be sure to take time to review each MP throughout the year.  Not an isolated event.

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Be sure to take time to review each MP throughout the year.  Not an isolated event.

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Without proficiency in the practices, math has no place for a child to make use of the math they are learning.

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Without proficiency in the practices, math has no place for a child to make use of the math they are learning.

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Consistency between grades and schools.  Skills to essential for "training" young STEM students.

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Consistency between grades and schools.  Skills to essential for "training" young STEM students.

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Mathematical Practices in the classroom are important because children have to interact with the content to become efficient and to master the content. In turn these skills will transfer and be used in life-long learning.

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It is essential for teachers to know, understand and be able to model Mathematical Practices for children.

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In my opinion, the MPs are the root to guiding students to question and understand the "behaviors" of mathematical operations, thus leading to application of the nine laws of arithmetic.                                                               By providing opportunities for students to:                Investigate a set of related expressions          Contextualize expressions with their own "go to visual story"                                  Analyze and create general ideas about operation patterns/"behaviors"           Make their "thinking visible" to others                                          enables students to understand and apply the nine laws of arithmetic.  All of the above happens through the MPs, not merely by learning specific mathematical skills.                        

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In my opinion, the MPs are the root to guiding students to question and understand the "behaviors" of mathematical operations, thus leading to application of the nine laws of arithmetic.                                                               By providing opportunities for students to:                Investigate a set of related expressions          Contextualize expressions with their own "go to visual story"                                  Analyze and create general ideas about operation patterns/"behaviors"           Make their "thinking visible" to others                                          enables students to understand and apply the nine laws of arithmetic.  All of the above happens through the MPs, not merely by learning specific mathematical skills.                        

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We would have "robots" following "procedures," or "strategies" that someone exposed them to instead of thinkers that question "why" until the ideas/discoveries make sense to them and can be applied to a variety of situations, not just the context in which it was "learned."

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We would have "robots" following "procedures," or "strategies" that someone exposed them to instead of thinkers that question "why" until the ideas/discoveries make sense to them and can be applied to a variety of situations, not just the context in which it was "learned."

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formative video assessments posted on Seesaw that include a child's oral explanations supported by and connected to  "visible" representations created by the child

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formative video assessments posted on Seesaw that include a child's oral explanations supported by and connected to  "visible" representations created by the child