Make Math Moments Academy › Forums › Full Workshop Reflections › Module 1: Introduction To Making Math Moments That Matter › Lesson 11: The Rules of The Game & Memorable Math Moments › Lesson 11: Discussion Prompt
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Lesson 11: Discussion Prompt
Bethany Barna updated 6 days, 12 hours ago 122 Members · 204 Posts 
What are three (3) things you want your students to remember about your math class 5 years from now?

Math is interesting.
Relationships, not rules.
Math is everywhere.

Beautiful. Relationships, not rules is one that really jumps out at me from your reflection. Thanks for sharing!

Agreed! I wrote something similar – the “why” not just the “how”


I really love your comment of relationships not rules. I think this is such an important thing for students to see before they learn to love math.


1. Math is fun and does not discriminate.
2. It’s okay to make a mistake, and if I can balance my bank statement I’m doing okay.
3. Learning fast is not as important as learning deeply, especially if I’m in construction, medicine, or the food preparation industry.

Great ideas shared here! Are there ways you’re currently trying to build this thinking / perspective in your classroom now?

I like that, but feel like some people use statistics to discriminate.

I also want my students to remember it’s okay to make mistakes!

Yes! Absolutely! I hope they truly understand and believe that making mistakes helps us learn.



Critical thinking/analyzing real word problems whether they are math related or not
Perseverance
Multiple pathways to the answer

Do you feel that students also see math this way? Are there ways we could help them to see / perceive math in the same light?


A wow experience – learning something cool about math.
It was fun.
Learn math they can confidently use in everyday life because they learned and understood math at school.

1. That math makes sense and is a connected subject.
2. Math is useful in the world, but even if you remove its usefulness to the world, at its most basic level, math is an exercise to build your brain power.
3. I value the thought process more than the answer. Wrong answers are greater than or equal to right answers.

Start to see mathematics in the world around them.
“I CAN do mathematics” mindset
Take risks tried problems even when unsure of the answer

I love the seeing math around them idea. It IS everywhere!
I would add that it is everywhere and ACCESSIBLE, you just have to take the time to work your way to the answer.

Yes! So true and something we want to continually model and help students see/realize.



Hey folks,
Great ideas so far! I’m seeing a lot of “real world” responses @Bob @gretchen @amy.fletcher I too want to show my students how math connects the world around us. But I often wonder if students want this benefit as well? For example, video games are not real world but students (and adults) play them. So is real worldness a necessary component to learning math? I wonder if it’s more about seeing a purpose. I’m not sure that’s exactly the same thing. What are your thoughts?

I agree, “real world” is such a slippery slope. That’s why I always try to get them with the idea that the biggest idea is not necessarily the content that I teach, but rather the ability to learn in general. School is about learning how to learn.

I agree…when asked ‘when will I ever learn this’ my favorite answer is that we will always be faced with situations where we need to learn new items or want to learn something new and by training our brain to learn new items, including math, in school, they will be able to do that outside of school.

Great points, friends! I am also a supporter of “learning how to learn” and building up the connections in our brains so we are ready for anything life might throw at us.
I am also thinking about why students ask that question in the first place and often it seems to happen when students are confused or unable to see a connection. This makes me want to work harder to spark curiosity and ensure intentional connections are made during the consolidation via mathematical models.



1) what I want students to think “I am good at Maths.”
Why? Success breads motivation. Successful students become motivated.
2) Complex problems can be broken down into simpler tasks.
Why? Good life/maths skill
Planning a party, cars broken down, project management – all need this skill
3) If it’s a complex problem I’m not dumb if I can’t do it in my head.
Why? We can only hold up to 7 pieces of information in our head. Accepting writing things down as part of the process is extremely important.

Great points here. Extending your third point for students to feel comfortable brainstorming on paper is so important. In particular, explicitly highlighting for students that a solution shouldn’t begin neat and tidy. Learning is messy and that messiness should be supported to encourage real problem solving to take place.


I want my students to remember that:
1. Mistakes are a crucial part of learning
2. Math is everywhere, sometimes surprisingly so
3. Being able to explain your thinking is more important that getting the right answer the first time.

Awesome! I wonder what we might be able to do in order to help students understand and truly believe these ideas in our classrooms?


*If you are willing to work, then you can get/do anything
*Making mistakes helps us to learn as long as you don’t give up
*Showing & explaining work/steps/thoughtprocess is beneficial

1. I really like doing math with my friends. We learned so much from each other.
2. The math was so interesting and challenging with so many ways to an answer.
3. My mistakes never stopped me from trying. My mistakes led to understanding.

I would like my students to remember (a) at least one strategy they can use to solve a problem when they do not know the “rules of the game” (i.e. sketch, use easier numbers, think of a similar problem they soved before), (b) a feeling of fun when solving problems and the wait time in that – not just the quick end correct answer and (c) the enjoyment of putting oyur ideas out there and having them built upon rather than being the one ith the “right answer” all the time.

1.) They were pushed to a challenging place and looked forward to it.
2.) They always had support around them.
3.) It was interesting and relatable.

1. That they are capable of thinking mathematically
2. That math contexts are all around them
3. Solving math problems with understanding is fun!

1. don’t be afraid to ask questions
2. math is useful
3. it’s fun to struggle and eventually to figure something out

Here are some notices around posts so far
Themes in…
Math is a Community: @johngaspari4396 @teresa.corbo
Math is Fun: @amy.fletcher @Trina.gratrix @michelle.grebe
Mistakes are necessary: @gail.offsteinsajo @Bob @trina.gratrix

1. Math is a way of thinking, not steps to follow.
2. It’s ok to not know something at first, as long as we don’t give up
3. If you can’t explain to someone your thinking, how much do you truly understand something.

1. Math is fair and impartial – everyone can do it
2. Math teacher was my guide – I was the thinker and doer
3. Math is about curiosity and resiliency

1. “My teacher cared about me and believed in me.”
2. “I can figure out challenging problems.”
3. “Math is fun and useful.”

1. It is okay to make mistakes because the process leads to your brain growing larger especially if you have a growth mindset.
2. It is okay to ask, “Why?”.
3. It is okay to try different methods to solve a problem that are different then your parents, teacher, math book or classmates.

I would want kids to think of their math class in 5 years to remember the following ideas.
1. Math is a result of hundreds of years of discovery
2. The discoveries are creative and innovative for their time
3. We are not fixed on our perceptual abilities or inabilities in math

Great shares, friends!
In the last couple responses I love that the message of productive struggle, perseverance and resiliency is really shining through. Also, how important it is for students to KNOW their teachers believe in them. Fantastic!

1 Even if its not at the first time, i want they to know that making and effort and persevering they can learn what ever they want or need to learn. That they can be confident with themselves.
2 I want they to know that they are able to thing in their day live and that they can solve problems just thinking about them.
3 That math I no a magic trick or a lots of rules to remember.

1. That math is a language that describes our world around us.
2. Math is fun and interesting when used to solve problems.
3. When used in context, math is meaningful.
We’ve also been doing a lot of work on mathematical mindsets, so persevering and using positive learning language is so important!

Thinking mathematically is a skill that can be improved with time and practise.
Taking on a challenge can be fun and rewarding.
Everyone is a mathematician.

Struggle is good and failure is best; that’s where I grow my thinking and understanding. I can do math. I am a mathematician.

1. That they can learn Math
2. Mistakes happen and you can fix them.
3. More than one way to learn.

1 – show students the “why” it works, not just the “how” to do it
What comes to mind is Completing the Square – I could easily just give the kids the formula, but would rather they got the opportunity to see why the process works.
2 – it takes time to learn
I’ve been using Interleaving and Spacing in my math classrooms this year to show students I believe in giving them time to digest the content before moving forward
3 – growth, not perfection
I want students to leave class with the idea that they can improve, even if that means not having the highest mark in the group. Progress is worth celebrating!

It is awesome reading all of these. So great to hear the positive message that math understanding and skills can be grown to negate the math myth!

Mistakes are good.
Math is hard work and you can do it.
Math happens in the real world and the experiences of class brought that to light.

Math is fun.
There is no such thing as I am a math person.
Math is everywhere.

You can play with math to find relationships.
Math has everyday connections.
We learned how to think about math.

Math can be relatable and relevant to everyone; everyone can draw connections/find solutions in their own ways. It is a part of so much of what we do and already enjoy everyday!
Anyone can learn to think like a mathematician, it is a skill of perseverance and coping that can apply to problem solving in math and in life!
Learning math can be fun, noncompetitive, and interdependent

Reading these posts often brings me a smile! So many great “math class takeaways” Keep coming back here to look these over folks if times get tough.

I want students to remember that they are powerful problem solvers. There might be something familiar, something solvable, under the architecture of a chaotic, confusing, unjust world.

Fantastic! We too want to empower ALL students to unleash their amazing potential through problem solving. We can do this!


A positive feeling about their Maths ability – positive self talk, feeling capable
An impression that Maths makes SENSE
Can’t think of a 3rd one!

mistakes are an important part of learning
math is all around us
perseverance until reaching their goal

Math is more than just steps to follow!
Math is all around us!
Math should be productive struggle and that is a good thing!

Math is all about patterns
Math is everywhere
A ‘wrong’ answer is better than no answer

@selena.gallagher I really like this last one. Think of the implications on all nonmath learning as well. The idea of you doing something and taking risks in life is better than not stepping forward. Love it!


I can learn to do Maths
Mistakes help me learn
I understand how I can apply my understanding to solve any problem

You will go further in math (and life) if you struggle and work through those struggles compared to a person who never struggles and doesn’t learn perseverance.
Math is about patterns and not everyone will see them the same way. We can learn from each other.
When you work hard and start having success, you’ll want to work harder. You might be able to say truthfully, “I Love Math!” and even enjoy it.

Math is all around us, daily!
Struggling through Math can be tough, but going through that can teach us that we can go through hard times, not just in Math. Teaching them perseverance.
I feel I want students to know that I cared too, that when Math was tough, I was there to help them through those moments. Knowing to trust others and when questions come about, it is ok to ask! Giving them confidence.
 This reply was modified 6 months, 3 weeks ago by Kara Holland.

Every student is capable of problem solving, even if they don’t do it the same way.
I would like my students to understand the system of numbers and operations, why and how they function.
Be willing to work hard, to be wrong, and to keep going.

Love it! So true… all students can achieve at high levels if we provide them opportunities to enter tasks and utilize the toolkit they have developed / brought with them!


Math is like a puzzle, Math is like a light turning on, I’m really good at math!

1.) There are several ways to find the answer to a problem.
2.) Does the answer make sense?
3.) You don’t have to be fast at math to be successful at math.

Making mistakes is important in math explaining your thinking helps you and those around you better understand
As a grade 3 teacher when I am looking at fractions the more equal pieces the whole is divided into the smaller the pieces are
As a grade 3 teacher multiplication and division are related and they are about equal groups of objects

Love your big ideas about fractions!
I also love the idea that “simplifying” a fraction is the process of combining smaller pieces into larger pieces. Thus as the size of the pieces increase, the number of pieces decreases.


Confidence – that they can do it!
The power of YET, they may not know something at the time but they can learn it. So not yet
Reasonableness.
And errors are okay, we can learn from them….
oops four things.

Respective – fun – enjoyable atmosphere
Resilient problem solvers (perseverance)
Ok to not know math the first time – realizing they can be “good” at math

Great point about not necessarily knowing how “yet” that they can build / learn the concepts and skills.


1. Math can be enjoyable and fun.
2. Students can persevere if they know how to problem solve.
3. Reading translates to math success. I want my students to remember in five years how read a problem and determine what is important information.

I’m curious about number 2… feel like that could be a super interesting discussion of how those two ideas work together.


Enjoyable – challenging, wellpaced, thoughtprovoking
Engaging – mental tangles that allow exploration, wonderings, and discovery
Safe – take risks and grow

“Mental tangles” – love it!
I used to be so worried about rescuing students to avoid any sort of struggle. I now realize that we should be crafting the learning to intentionally introduce these productive struggles.


Most importantly: I can do this. I am capable of learning math.
I enjoyed my math class.
Solving problems is exciting and empowering.

1. Math class can be fun
2. Math doesn’t have to be stressful
3. Mr Duguid truly cared about me and my success in math class.
Love it. I think your 3rd hope for students to take with them might be most important. All about community and building trust.


1. Math should make sense.
2. Mistakes are normal and should not stress you out.
3. Math is about finding patterns.

– I learned something new and fascinating
– I was understood and heard
– There were challenges but I overcame them

– How Math is everywhere in our everyday lives
– Connection of math to other subjects like Art, Music, Dance etc
– drawing or visual representation can help you make sense of the problem

Liking your share of visual representations! As we dig deeper, we will discuss the importance of making connections through mathematical modelling…

I try to get my students to draw or give a visual representation to help them work through a problem. They tell me this usually helps!

So true KH. Visual representation, such as tape diagram as in Singapore math, makes it easy to solve lots of middle school math.

Tape diagrams are so great! You’ll see a lot of them and double number lines throughout our problem based units here: learn.makemathmoments.com/tasks



To always ask yourself:
⭐ “What does this look like?” (envision)
⭐ “What does this mean?” (understand)
⭐ “How can I check my results?” (validate)

In 5 years I would want my students to remember these 3 things.
(1) That they laughed and loved coming to class
(2) That they overcame challenges and made sense of problems themselves
(3) That they say they understand the world around them better by using the language and approach to problem solving we call mathematics

Math is patterns that help us describe the world around us.
Mistakes help us learn.
Digits are the alphabet of math.

Love that! Digits are the alphabet of math!
In our fundamentals course we discuss how that is so true, however our “alphabet” has so much more complexity such as magnitude and order (whereas the alphabet isn’t in a required order). So interesting!
Thanks. What I teach the kids is that the order of letters in a word gives the word meaning. In the same way, the order of digits help us understand quantities, etc. I am teaching grade 3 so many of the concepts are rudimentary for the students. I want them to see math as meaning making.

For sure! Sounds like our “Fuel Sense Making” part of the framework is going to be right up your alley!


I agree with Kyle: “Digits are the alphabet of math.” What a great quote!


Have the tools (or knowhow) to solve a variety of problems
Confidence to know they can do math (or at least a positive view towards math)
Math can be fun and engaging

1.) Math is about wondering and discovering
2.) How to think logically, problemsolve, strategize using different methods
3.) They learned a lot but also had fun

Maria, I totally agree with you that math involves thinking, wondering and …


@karen.kiefer @linda.andres @jeff.harvey @traceywallis
I’m seeing some great themes here of Challenge: challenging your mind, challenging beliefs, and challenging ideas about our world! Great goals of a math class.

You can do hard things!
ANYONE can do math.
Math is all around you, and it is the most “real world” subject there is.

Productive struggle makes it possible to tackle hard stuff. And truly math is making everything around us visible. Thanks

You can do math and you can do challenging things. Fantastic and so true!
This idea of productive struggle is so important and sometimes really hard to convince students to endure!

First and foremost: It’s okay to make mistakes. I’d also hope they can tell you what a coefficient is 😁 and, last, I’d want them to remember how interesting math can be.

Love it. Helping students to find enjoyment in learning is so critical.


My students call me Mr. NTW, because as part of my “Warm Up” students respond to my prompts that require them to (1) Notice, (2) Think, and (3) Wonder. They are made to understand that you cannot Think of something that you’ve not Noticed, and cannot Question (Wonder) about something that you have not thought about. Five years from now, they might forget my real name, but will remember Mr. NTW.

Fantastic!
And… while you might think they’ll forget your name… they will probably remember the experience vividly INCLUDING your name 🙂


1. Math is happening all the time but that it eventually just doesn’t seem like math any more because they do it (just like talking).
2. In order to learn you have to make mistakes. I want my students to leave my class knowing it is okay to try and get it wrong but it is not okay not to try.
3. Math makes sense. I want my students to have a strong number sense, so they can apply it to more complex problems when they need to.

Hopefully my students will remember that they felt like they belonged and were supported and encouraged in their learning.
It is ok to make mistakes along the way as the struggle is where the deepest learning takes place.
Everyone can be a mathematical problem solver.


1. Math is fun and engaging…when students say to me “I have never laughed so much in math” – I know they want to come to class.
2. That they felt they could “KEEP” asking questions until they understood.
3. Know their teacher cared.
Fantastic!
My favourite line that helped me know I was on the right track was “wow, class went by fast!”


I want students to remember that they are capable problem solvers, that numbers can tell stories, and that math can have meaning.

Fantastic! Something I missed in my classroom for so many years was that problem solving aspect. I had kids thinking that everything in math had to be pretaught rather than the idea that we can use what we know to solve unfamiliar problems. So key!


I want them to believe in their ability to solve a problem.
I want them to be able to calculate accurately with percentages
I want them to realize that you learn more from mistakes than from correct answers. Often times people stop thinking about something once they have developed one solution.

Problem solving is not just in math class, it is part of every day life.
Math is everywhere–not just in math class or a worksheet.
Doing math takes timeit’s not about how quickly you can come up with an answer to a problem.

These are all things I hope my students take with them.


Try different things you DO know to figure out things you DON’T know.
Never give up – eventually failures lead to success!
Math is connected to everything in the world – it is not just a class you have to take to move on to the next grade level.

Andrea, I love your first one – that is so helpful even more than 5 years out.


I want my students to remember being challenged to do their best work.
I want my students to remember what it feels like to persevere.
I want my students to remember how fun it is to get to REALLY understand something that is hard to understand.

1. There is more than one way “to math.”
2. Math is a journey of discovery that takes creativity and perseverance.
3. Every person is a math person.


1. I would want them to believe that they can do math and can be good at it!
2. I would want them to be excited to come to math class.
3. I would like them to be confident problem solvers.

1 – How to solve problems – possibly by putting them into an equation or diagram to solve
2 – I’d love it if my students remembered general number sense
3 – In particular with that idea of number sense, proportional reasoning is my last think I want them to be able to remember

1. I would want students to
remember that math is about real life. I would want them to remember
activities that they did, connections they made.2. I would like them to
remember how they built their
knowledge and that they were capable learners. There’s no better feeling
than getting the answer right yourself.3. I would want my students to
think of math as being fun or at the very least, interesting.
Hi Joanne,
I really like your idea that math is about real life and it is everywhere around us. I always try to show my students where the math that we learn can be found in real life. If students know this, it seems that the math concepts we work on somehow make more sense to them.


Here are my 3 things:
Math is beautiful.
Math is useful.
Math is all around us.

Math sure is beautiful! It’d be amazing if we could help all students feel that way!


Five years from now, I want my students to still know they are good at math.
I want them to be able to explain their mathematical thinking
We learn through mistakes.

1. That they can do math
2. That math is not the enemy
3. That math is not one big trick

“math is not the enemy” So true…how many of our students think this?


1. Math is not just computation – it is logic, patterns, and more!
2. Math is the language for describing patterns in nature.
3. Math is used every day. 
Math is useful!
Math can be fun!!
They are all math people!!!

3 Things I want my students to remember about math class 5 years from now
1. Mrs. Jackson cared about me as a person and wanted to know about my life, dreams and aspirations. This showed everyday in Math class by how she treated me and what we worked and focused on daily.
2. That I made Math Fun and Relatable for them
3. That I allowed them time to figure things out and didn’t rescue them at their first sign of trouble so they learned how to stick with a problem and became competent problem solvers. Basically I want them to feel like there is NO Math problem that can scare them away from solving

Math is all around us
Mrs. Murphy cared about me and my success, willing to help
Creative teacher with fun learning activities that made me think/discover
Building those relationships and showing students you care are so key…


1) Math is FUN!
2) Math is part of everyday life.
3) I can do math!

Relationships are so vital. I saw proof of that with my online classes during the pandemic. The classes that I spent time getting to know the kids on a personal level were so much more involved in my class, attendance was much better, and their success was greater. I had a class of 42 students that had such a revolving roster that I didn’t feel very connected to and their grades showed it.

While it is so much harder to build a relationship virtually, it is so important and like you learned this year, without the relationship it can be hard to keep students motivated to learn. Thanks for sharing.


“Math” is a way of thinking that can be used to figure out something new by using what you already know. (math “stuff” or otherwise)
“Mr. King believed in me, cared about me, and helped me grow in ways I didn’t think were possible.”
Math is fun!

Fantastic shares!
These are all things I’d love for my students to remember 5 years after leaving my classroom!


I am a better thinker because of Mr. Salcido’s math class.
I am not the best at something but with practice and dedication anything can be accomplished.
The learning never stops…

1. How to develop a strategy for solving a problem they’ve never seen before.
2. How to effectively communicate with a group of peers, whether leading discussion or contributing
3. How to “Fail Forward” – use failure as a motivator to get up and try again

Feeling Successful.
Financial Math Skills and Information.
Problem Solving Skills – how to approach an unknown situation and come out victorious.

There is no such thing as someone bad at math.
Math can open so many doors for you.
Math takes work, and it is ok to fail and try again.

And, this is why you are so successful and what you do! Thanks, for sharing, Tracy!

I want kids to know they can solve problems on their own…they can figure it out…they don’t need an adult to tell them what to do…they can do it!!

1. I cared about them as individuals
2. I made them feel CAPABLE of doing math
3. I am a Special Ed teacher and teach students with learning disabilities–I want them to think of this as the year that they finally GOT math and started enjoying it (if they didn’t already)

I want my students to:
Be confident and have an “I can” attitude.
Persevere in problem solving which encompasses all aspects of their lives.
Know that failure is a part of the learning process, what matters is how you respond to the failure.
 This reply was modified 3 months, 4 weeks ago by Serina Signorello.

1. Why the math worked.
2. The connections different lessons made to each other.
3. Math can be hard, and that is ok as long as they continue to try and ask questions.

These are great. Why the math worked is such a key piece and I think can remove so many of the negative speed bumps many students have in their minds related to math.

Holly, I love reading your 3 things. And, yes, I agree with Kyle….why it works is such an integral part of the classroom experience. Keep rockin it!


I would want students to remember…
1. Strategies for solving problems that stick
2. Favorable memories of class
3. Willing to be a live long learner of math because it was interesting.

1. If you can find a pattern in a problem, you can solve anything.
2. Learning only happens when you make mistakes.
3. Persistence pays off.

Lisa, I LOVE your number 1 (and 2 and 3…). CISD is lucky to have you!

1. A feeling of success and accomplishment through hard work and persistence
2. No fear or anxiety towards math
3. Math is helpful and part of everyday life

1 Math is fun!
2 Math is visual and represents something.
3 We can all get it!

Math is approachable
Make connections, understand relationships, math is not all about memorization
Confidence—“I can do it” attitude

1. Math is completely connected to life.
2. Math is full of patterns that make sense.
3. There is always more than one way to get to an answer, and you can let your brain choose the path that makes sense to you!

Yes, Terri! There are so many ways to arrive at the ‘right’ answer.


1. The journey is more important than the end result. Be curious.
2. You can do hard things. Be empowered.
3. Make mistakes. Be a risktaker.

Empowered! Love it!
Looking forward to learning alongside you during the online workshop!


1. Math is FUN!
2. Math is hard, but I have strategies to use to make it easier.
3. I can find math all around me; everywhere!

Purpose, Learn, Resolution. That there was relevance to the learning and that what we did accomplished the essence of what it was intended for.

This is a great three word statement. Sums up some good goals to work towards.


1. Productive struggle
2. The “answer” is not the goal/end
3. I can “do” math
(sorry, I’m late to the discussion. I’ve just started Module 1)

1. I may not know everything in math but I can figure it out.
2. I can look at problems creatively and use what I know from many different areas.
3. Sometimes math can be fun!

I hope that five years from now my students will remember the following things:
1. There are multiple ways to solve a problem.
2. It is better to do a problem in five ways than to do five problems.
3. Math is about thinking and connections.

1) Math can be fun
2) Perseverance pays off3) Everyone can be successful in math

What you wrote is very similar to what I said … but I really like the way that you worded it. Much simpler to communicate and remember.


Math is fun!
Math is visual; it represents something
We can all learn math and that making mistakes is part of that process

1. Mistakes are important.
2. Communication of math ideas in building our math community is key.
3. Grow from where you are.

Loving “grow from where you are”. So key and so easy to forget.


Math is fun.
I really do use math all the time.
I actually can do math.

1. Math is fun
2. Math is achievable.
3. Math is for everyone.

1. I really enjoyed math class
2. I remember some really cool math problems
3. Math class was a safe place for me

1. Math is fun and the activities we completed in class helped me to better understand math
2. Mistakes are welcome and are apart of the process of learning
3. Being able to work through a problem is more important than the speed at which I can complete it

1. The process of learning how to learn is most important. This allows students to take skills and apply them to problems down the road.
2. That they have fun and just enjoy the class.
3. That they experience some type of success, either big or small.

1. Math is fun and collaborative
2. It is okay to make mistakes. That is how we learn.
3. There are always multiple ways to solve a problem. Just because your way does not look the same as someone elses does not mean it’s wrong.

1. Math class is engaging and fun.
2. Effort is required to learn new material
3. Working collaboratively helps us to learn.

I really love the effort idea! Looking forward to learning with you here.


1) Students can find success with Math.
2) Math can stimulate their curiosity and improve their analytical skills.
3) There are FUN moments in Math.

Math is important, used everywhere, I can do this!

1. To use what they like as a strategy and make it fun!
2.There are different ways to solve some problems
3.I want the students to remember that Math is useful in many areas of our life.

Love this. Thanks for sharing your thoughts here.


1. Math will always make sense.
2. Be able to tell someone HOW you got your answer.
3. There is usually more than one way to solve a problem.

1. Math is Everywhere and useful!
2. Making mistakes in math is ok! When we make mistakes we learn from them and have the ability to teach ourselves how to work through problems.
3. Learning math facts builds upon itself. Things you learn in 3rd grade apply to 8th grade and so on.

Math is fun.
I will use math in my life.
Math is all around us.

1. Math is fun!
2. There is more than one way to solve a problem.
3. You will use what you learn in math the rest of your life.

1. That they grew in their math skills. They saw success of some kind in math.
2. Math IS applicable to them, no matter their position.
3. The why behind the “rule”.