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When should we use the Mathematical Thinking and Reasoning Standards

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When should we use the Mathematical Thinking and Reasoning Standards

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Please join your respective grade level breakout room:

1. Match each MTR to the corresponding Teacher Move and

Student Move examples.

2. Fill in the MTR Card Sort table (Section 1) found in the Padlet resources, write in the teacher moves and the student moves for each MTR.

3. Upload one MTR Card Sort document per grade level. Please be prepared to share out the sorted teacher and student moves.
NOTE: Please note to not use the “Add Comment” feature within this post. Each grade level should have their own post.

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Please add any questions that you may have here as a reminder that needs follow-up.

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Welcome everyone! Please introduce yourself and share 1 interesting thing about you that may surprise us.

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Is there a limit to how many are used during instruction?

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Is there a limit to how many are used during instruction?

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Thank you for joining us on this journey transitioning from M.A.F.S. to B.E.S.T.
o Develop  understanding of the Mathematical Thinking and Reasoning Standards and how to use them to plan for high-quality instruction.
• Success Criteria
o Develop an understanding of the Mathematical Thinking and Reasoning Standards.
o Determine the student and teacher moves that are associated with each of the Mathematical Thinking and Reasoning Standards.
o Analyze instruction to determine what teacher and student moves highlight the Mathematical Thinking and Reasoning Standards.

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How should we approach the Mathematical Thinking and ReasoningStandards?

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How should we approach the Mathematical Thinking and ReasoningStandards?

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Mathematical Thinking and Reasoning Standards (MTRs)

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Mathematical Thinking and Reasoning Standards (MTRs)

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To Ensure a Positive & Productive Learning Experience

Take responsibility for yourself as a learner

Honor timeframes (start, end, activity)

Be an active and hands-on learner

Use technology to enhance learning

Contribute to a learning environment in which it is "safe to not know“