Description
Calculation? That's the easy stuff. Metacognition is the hard part.
Getting students to take a step back and think about their own thought process is both so challenging and so important. It's the first step to growing their agency as mathematicians - and beginning to make plans and goals about how to get stronger.
This is a set of thought prompts that students can use to reflect about their math process, both in conversation with a group or partner or in their math notebooks in writing. These are organized by possible topics students can reflect about: the actual math content and big ideas about what they've done, themselves as a learner, and the specific strategies they used that day.
This supports students toward meeting the Standards for Mathematical Practice, which state that mathematically proficient students...
- consider the available tools when solving a mathematical problem (MP5)
- look closely to discern a pattern or structure (MP7)
- can step back for an overview and shift perspective (MP7)
There are three possible formats included:
- full-page sheets that can be simply printed and used
- a flipbook that divides up the prompts by sections
- cards to be cut out and used on a ring or in a jar, envelope, or bucket to choose one at a time
Getting students to take a step back and think about their own thought process is both so challenging and so important. It's the first step to growing their agency as mathematicians - and beginning to make plans and goals about how to get stronger.
This is a set of thought prompts that students can use to reflect about their math process, both in conversation with a group or partner or in their math notebooks in writing. These are organized by possible topics students can reflect about: the actual math content and big ideas about what they've done, themselves as a learner, and the specific strategies they used that day.
This supports students toward meeting the Standards for Mathematical Practice, which state that mathematically proficient students...
- consider the available tools when solving a mathematical problem (MP5)
- look closely to discern a pattern or structure (MP7)
- can step back for an overview and shift perspective (MP7)
There are three possible formats included:
- full-page sheets that can be simply printed and used
- a flipbook that divides up the prompts by sections
- cards to be cut out and used on a ring or in a jar, envelope, or bucket to choose one at a time
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
3rd - 6th
Subjects
Standards
CCSSMP5
CCSSMP7
Pages
9
Answer Key
Does not apply
Description
Calculation? That's the easy stuff. Metacognition is the hard part.
Getting students to take a step back and think about their own thought process is both so challenging and so important. It's the first step to growing their agency as mathematicians - and beginning to make plans and goals about how to get stronger.
This is a set of thought prompts that students can use to reflect about their math process, both in conversation with a group or partner or in their math notebooks in writing. These are organized by possible topics students can reflect about: the actual math content and big ideas about what they've done, themselves as a learner, and the specific strategies they used that day.
This supports students toward meeting the Standards for Mathematical Practice, which state that mathematically proficient students...
- consider the available tools when solving a mathematical problem (MP5)
- look closely to discern a pattern or structure (MP7)
- can step back for an overview and shift perspective (MP7)
There are three possible formats included:
- full-page sheets that can be simply printed and used
- a flipbook that divides up the prompts by sections
- cards to be cut out and used on a ring or in a jar, envelope, or bucket to choose one at a time
Getting students to take a step back and think about their own thought process is both so challenging and so important. It's the first step to growing their agency as mathematicians - and beginning to make plans and goals about how to get stronger.
This is a set of thought prompts that students can use to reflect about their math process, both in conversation with a group or partner or in their math notebooks in writing. These are organized by possible topics students can reflect about: the actual math content and big ideas about what they've done, themselves as a learner, and the specific strategies they used that day.
This supports students toward meeting the Standards for Mathematical Practice, which state that mathematically proficient students...
- consider the available tools when solving a mathematical problem (MP5)
- look closely to discern a pattern or structure (MP7)
- can step back for an overview and shift perspective (MP7)
There are three possible formats included:
- full-page sheets that can be simply printed and used
- a flipbook that divides up the prompts by sections
- cards to be cut out and used on a ring or in a jar, envelope, or bucket to choose one at a time
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
This was a great resource for students to use for their math thinking.
Using this resource was helpful when encouraging my students to think about how they learn.
a great support to me to remember and host effective reflections at the end of the lesson
something different for math class
Thank you!
Great resource to help kids think about why and how they are solving math problems.
Questions & Answers
Loading
Standards
to see state-specific standards (only available in the US).
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Loading
