Series: Growth Mindset Made Visible
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.Practice.MP3
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.2.NBT.B.7
Common core State Standards
 Math: Math
 2: Grade 2
 NBT: Number & Operations in Base Ten
 B: Use place value understanding and properties of operations to add and subtract

7:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
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Thought starters
 How does Ms. MontoyWilson help her students become excited about challenges?
 Why is it important for students to articulate their thinking about challenging work?
 How does Ms. MontoyWilson ensure that her students are struggling productively?
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Troy Parsons Apr 27, 2019 6:29pm
I liked this video because getting students to never give up is a challenge. You were able to give me some new ways to say the same sort of things to them (sometimes I feel like I keep repeating myself). Trying to help students have "grit" and persevere through hard work has always been one of my goals, and not just in math (CC Math Practices #1). Watching your video reminds me of how important it is and it's nice to see another teacher succeed in doing this.
Mary Brewer Mar 17, 2019 11:29pm
I like tht right at the start the teacher had the students state a positive affirmation: “Today we will work harder to get smarter.” I use affirmations with kindergartners! Every morning after calendar my students read (adn soon memorize) a poster with 5 affirmations on it: I can read ! I can listen! I can do my very best! I am happy and helpful! I am in charge of me!" Over the course of a few years some more affirmations got added:
"I am special! I am successful! I am peaceful!
I firmly believe that this positive exercise gets reinforced with repetition and students grow into responsible people!!
Jackie LeGarra Mar 22, 2018 3:48pm
Sara Walther Nov 21, 2017 1:45pm
Lauren Vitiello Nov 21, 2017 11:01am