All of the “Collections” on Mathlanding are of value but, in particular, check out these two new collections:

• Professional Development: CCSS Practice Standard 3
• Classroom Collection: Fostering CCSS Practice Standard 3

Both collections point you to resources to help teachers integrate Mathematical Practice Standard 3 into their classroom routines. In addition to activities/resources to use, you’ll find discussions that have been started to have conversations around these resources. And, of course, you can start a discussion here on this blog or within the Mathlanding collection!

• What successes have you had or seen as you work to help students implement MP3?
• What challenges are you encountering?

Have you viewed/tried any of the resources in either of the Collections? Have you “rated” any of them? Have you commented on their value?

Welcome to our area focused on the Standards for Mathematical Practice of the Common Core State Standards. We invite you to participate in conversations targeted at practices to implement in Kindergarten through Grade 5 classrooms.

Notice the top (tabbed) navigation allows you to view pages with conversation starters focused on:
Grades K-1
Grades 2-3
Grades 4-5
Grades K-5 (general)

Also, there is a page to comment on video resources and/or suggest links.

We look forward to reading your thoughts, suggestions, and questions!

Elaine says,
Whenever I introduce a new problem and we brainstorm a list of strategies for solving, my students can easily identify five or more effective manipulatives or means of finding the answer and, what’s even better is that they can articulate what they will do with it. We’ve come a long way in the last few weeks. As their teacher, my comfort level has increased considerably and I’m finding that I’m loosening control over them as they work and instead allowing them to work through their problems, make mistakes, and evaluate their own findings.

Suzanne says,
As I’m reading your thoughts one thing I can’t help but point out is the power of the written word. I firmly believe that talking things out is an excellent first step … but … a very important follow-up step is to have students individually write down their thoughts whether it’s paper/pencil or computer — it’s fascinating how some quiet students will write more than the talkative students. It’s also fascinating that students who go to write can’t communicate anything and yet you could have sworn that they fully understood everything. As with everything, it’s all a process … and … I imagine if you are working with very young students, best is to develop their talking. As their writing skills improve, that part of the process can be emphasized.