6-8.SeA.1.1: Recognize the importance of complex emotions, such as an indicator of a situation that needs attention.

• Connect complex emotions in math class to real-life situations outside of school. Explore scenarios where complex emotions arise, such as budgeting, planning an event, or analyzing data in everyday life. Discuss how recognizing and attending to these complex emotions can lead to better decision-making and problem-solving in various contexts.

• Create word problems that incorporate complex emotions. For example: "Janie has 12 pencils. She gives 3 to her friend, but then feels guilty and gives 2 more. How many pencils does Janie have left? How does Janie feel now?"

• Before starting a math task, lead students through a brief mindfulness exercise that asks them to recognize and acknowledge any complex emotions they might be feeling. This can help them regulate their emotions and focus on the task at hand.

• As students work on math problems, encourage them to reflect on how their emotions might be helping or hindering their progress. For example, if a student is feeling anxious, they might rush through a problem and make careless mistakes. By recognizing this, they can take steps to calm themselves down and work more methodically.

6-8.SeA.1.2: Analyze their emotional states that contribute to or detract from their ability to problem-solve.

• Allocate time after completing math problem-solving activities for students to reflect on their emotional experiences. Prompt students to consider the emotions they felt throughout the process, how those emotions impacted their thinking and decision-making, and strategies they can employ to better manage their emotions during future problem-solving tasks.

6-8.SeA.1.3: Assess emotional reactions in different contexts, such as face-to- face or through electronic communication.

• Provide opportunities for students to share constructive feedback with each other electronically (e.g., via Google Classroom). Afterward, ask them to reflect (via discussion or in writing) on how giving and receiving feedback in this context differed or was similar to giving and receiving feedback face-to-face in the classroom.

6-8.SeA.2.1: Self-reflect to recognize their strengths to meet a need and/or address a challenge.

• Engage students in a strengths inventory activity where they reflect on their personal strengths and how they can be applied to math-related challenges. Provide a list of common strengths such as problem-solving, critical thinking, creativity, organization, or perseverance. Ask students to identify their top strengths and discuss how these strengths can help them overcome math-related challenges.

• Assign real-life math problems or challenges that require students to apply their strengths to meet a need. For example, present a scenario where students need to design a budget, create a math game, or analyze data to solve a practical problem. Encourage students to reflect on their strengths and how they can use them effectively to address the challenge.

6-8.SeA.2.2: Analyze how their personal qualities and temperaments influence choices and successes.

• Incorporate collaborative group work activities where students work in diverse teams. Assign roles or tasks that allow students to leverage their personal qualities and temperaments. Facilitate discussions about how different traits contribute to the success of the group and how individuals can work together effectively by recognizing and valuing each other's strengths.

6-8.SeA.2.3: Identify and enhance an individual affinity/interest group, such as an extracurricular group or after school group.

• Incorporate project-based learning activities that involve group work. Allow students to form groups based on shared math-related interests or hobbies. Assign open-ended projects that give students the opportunity to explore and apply mathematical concepts within their chosen interest areas. This approach fosters a sense of ownership and connection.

• Encourage students to explore math-related clubs outside of the regular classroom. Provide resources and information about math-focused extracurricular activities, competitions, or clubs that align with their interests.

6-8.SeA.3.1: Demonstrate how to assert rights in a way that respects the rights of others.

• Assign math problems or projects that require students to work collaboratively. Provide guidance on effective communication and problem-solving strategies that promote respectful assertiveness. Encourage students to express their ideas, ask questions, and provide constructive feedback while valuing the contributions of their peers.

• Teach and practice active listening skills in the math classroom. Emphasize the importance of truly understanding and respecting the perspectives and ideas of others. Encourage students to ask clarifying questions, paraphrase what others have said, and acknowledge the contributions of their peers. Reinforce the notion that asserting one's rights does not mean dismissing or disregarding the rights of others.

6-8.SeA.3.2: Analyze the short and long-term outcomes of choices and behavior.

• Provide real-life scenarios in which students have to make decisions based on data and analyze the potential outcomes of each choice. For example, students could be given a budget and asked to plan a vacation. They would have to make decisions about where to go, how to get there, where to stay, and what activities to do, all while staying within their budget. They would have to analyze the short and long-term outcomes of each decision and determine which choice would be the most beneficial.

6-8.SeA.3.3: Identify areas of control one has over situations in life.

• Teach students the importance of self-advocacy and how it can empower them to have control over their educational experiences. Encourage students to communicate their needs, seek help when necessary, and actively participate in their own learning. Provide opportunities for students to practice self-advocacy skills, such as asking questions, seeking clarification, or requesting additional support.

6-8.SeA.3.4: Defines their responsibility for the outcomes of safe, risky or harmful behaviors.

• Explore real-life examples where safe, risky, or harmful behaviors are relevant to math. For instance, discuss the ethical implications of manipulating data or misrepresenting findings in mathematical research or analysis. Engage students in discussions about the responsibility they have for the outcomes of their actions in such situations and the impact on themselves and others.

6-8.SM.1.1: Apply strategies to manage stress.

• Begin by discussing the concept of stress and its impact on learning. Help students identify common sources of stress in relation to math, such as tests, deadlines, or challenging concepts. Foster an open and supportive classroom environment where students feel comfortable sharing their experiences and concerns about stress.

• Integrate mindfulness activities into math class to help students manage stress and promote focus and relaxation. This can include guided breathing exercises, short meditations, or mindfulness breaks before or after challenging math tasks. Encourage students to use these techniques whenever they feel overwhelmed or stressed during math class.

• Teach students effective time management strategies that can help reduce stress related to math assignments or projects. Provide tips on creating study schedules, breaking down tasks into manageable chunks, and setting priorities. Encourage students to plan ahead and allocate dedicated time for math practice to avoid last-minute stress.

• Help students develop positive self-talk strategies to manage stress and build resilience. Teach them to identify negative thoughts or self-doubt related to math and replace them with positive affirmations. Encourage students to reframe challenges as opportunities for growth and remind themselves of past successes.

6-8.SM.1.2: Reflect on the positive and negative consequences of expressing their emotions in different situations and contexts.

• Incorporate journaling activities where students can reflect on how they express their emotions during math class. For example, they could reflect on how expressing frustration or confusion can be helpful in getting the teacher's attention, but may also make them feel embarrassed or ashamed. They could also discuss how expressing excitement or pride can be positive, but may also lead to overconfidence and complacency. By reflecting on their emotional expressions, students can become more aware of how they are perceived by others and how their emotions impact their own performance.

6-8.SM.1.3: Evaluate the role attitudes play in being successful.

• Integrate self-reflection activities where students evaluate their own attitudes towards math and their impact on their performance. Encourage students to identify any negative or fixed mindset attitudes they may hold and explore ways to shift them towards a more positive and growth-oriented mindset. Guide students in setting goals for developing a more positive attitude towards math and monitor their progress.

• Share stories of mathematicians or individuals who have overcome challenges and achieved success through their positive attitudes. Discuss how their attitudes and mindset played a role in their accomplishments. Encourage students to reflect on the qualities and attitudes they admire in these role models and how they can apply them to their own math learning.

  • 🧰 Award Winning Values Worksheet

6-8.SM.1.4: Evaluate how ethical values such as honesty, respect and integrity contribute to lifelong success and relationship building.

• Engage students in discussions about ethical decision-making in the context of math. Present students with scenarios or real-life examples where ethical values and principles come into play, such as honesty, fairness, or respect for others' work. Encourage students to evaluate the impact of ethical choices on their own success and relationship building, both within and beyond the math classroom.

• Connect math concepts and skills to real-world scenarios that involve ethical decision-making. Explore topics such as financial literacy, data privacy, or ethical considerations in statistical analysis. Engage students in discussions and activities that prompt them to evaluate the ethical implications of mathematical decisions and how these values contribute to lifelong success and relationship building in various contexts.

6-8.SM.1.5: Apply strategies to motivate successful performance (perseverance).

• Share inspirational quotes and stories that highlight the importance of perseverance in the face of challenges. Incorporate these quotes and stories into daily class routines, such as displaying them on a bulletin board or sharing them during class discussions. Discuss the meanings and implications of these quotes and stories, relating them to students' math experiences and goals.

• Have students write a short letter to a future student in your class. Instruct students to think about a time when they struggled to learn something at first (e.g., adding negative numbers) but through perseverance their brain created new neural connections and they eventually overcame the struggle. In their letters, students should tell their stories to a hypothetical future student in your class and give them advice on what they should do when they encounter an obstacle when learning something new. Collect their letters and save them so you're able to redistribute them during difficult testing periods.

• Provide students with challenging math problems or puzzles that require perseverance to solve. Encourage students to persist through difficulties, guiding them to develop problem-solving strategies and explore alternative approaches. Emphasize the value of making mistakes and learning from them, fostering a growth mindset and a willingness to persevere in the face of challenges.

6-8.SM.2.1: Connect goal-setting skills to academic, personal and civic success.

• Help students make connections between math skills and potential career paths. Introduce them to various professions that rely on math, such as engineering, finance, or computer science. Facilitate discussions and research activities where students can explore the math skills required for different careers and set academic goals that align with their career interests.

• Explore how math is applied in civic and community contexts. Discuss how math is used in areas such as analyzing statistics, understanding budgets, or interpreting graphs related to public issues. Engage students in projects or discussions that involve using math to solve real-world problems or contribute to the well-being of their community. Encourage students to set goals that connect math skills to their civic engagement and social responsibility.

• Collaborate with teachers from other subjects to reinforce the connection between goal-setting skills and academic success. Encourage students to reflect on how their math goals can complement their goals in other subjects. Help them see the interconnections between different disciplines and the ways in which math skills can enhance their overall academic performance.

6-8.SM.2.2: Monitor progress towards goals and adjust steps as needed.

• Teach students how to track their progress towards their math goals. Provide students with tools such as progress charts, digital trackers, or goal journals. Regularly allocate time for students to update their progress and reflect on their achievements and areas for improvement. Guide students in setting specific benchmarks or milestones to help them monitor their progress effectively.

• Incorporate regular formative assessments throughout the math unit to gather data on student learning. Use a variety of assessment strategies, such as quizzes, exit tickets, or problem-solving tasks, to gauge students' understanding and progress towards their goals. Provide timely feedback to students based on the assessment results, highlighting areas where they may need to adjust their steps to achieve their goals.

• Integrate self-reflection activities where students evaluate their own understanding and progress. Encourage students to identify strengths, areas of growth, and specific steps they can take to further their progress. Provide prompts or guiding questions to support their reflection process, such as "What strategies have been effective for you so far?" or "What adjustments can you make to improve your progress?"

• Schedule individual conferences with students to discuss their progress towards their math goals. Use this time to review their work, assess their understanding, and provide personalized feedback. Engage in conversations with students to help them identify areas where they may need to adjust their steps or explore alternative approaches. Collaboratively set new targets or action plans based on their current progress.

6-8.SM.2.3: Demonstrate the ability to balance and prioritize multiple goals.

• Begin the school year or each math unit by engaging students in goal-setting activities. Teach students how to identify and articulate their learning goals in math. Encourage them to set both short-term and long-term goals that reflect their individual aspirations and areas for growth. Throughout the unit, provide opportunities for students to revisit and revise their goals based on their progress and changing priorities.

• Teach students strategies for managing their time and tasks effectively. Introduce techniques such as creating to-do lists, breaking down larger tasks into smaller manageable steps, and using tools like calendars or planners to prioritize and schedule tasks. Guide students in balancing and prioritizing their math-related goals alongside other responsibilities or subjects.

6-8.SM.2.4: Utilize internal and external resources to help achieve goals.

• Introduce students to different math reference materials, such as math dictionaries, formula sheets, or textbooks. Teach students how to navigate these resources effectively to find definitions, formulas, or examples that can assist them in achieving their math goals. Encourage students to develop the habit of consulting these references when they need additional support or clarification.

6-8.SM.2.5: Demonstrate the ability to filter feedback from adults and peers.

• Organize regular peer feedback sessions where students provide constructive feedback to each other on their math work. Before the sessions, discuss with students the importance of providing helpful and respectful feedback. Teach them how to evaluate and filter the feedback they receive, emphasizing the value of feedback that is specific, actionable, and aligned with their learning objectives. Encourage students to consider multiple perspectives and use the feedback to enhance their mathematical thinking.

• Incorporate reflection activities after completing math assignments or assessments. Ask students to review the feedback they received from adults and peers and reflect on its usefulness. Encourage students to filter the feedback by identifying the most valuable and relevant suggestions for their own learning. Have them articulate how they plan to implement the feedback to improve their understanding or performance in math.

• Provide students with rubrics or criteria that outline the expectations for math assignments or projects. Teach students how to use these tools to assess their own work and filter feedback effectively. Encourage them to compare their own self-assessment with the feedback they receive from others, identifying areas of agreement and areas where they may need to further consider or filter the feedback.

6-8.SoA.1.1: Analyze how their behavior affects the emotions of others, and determine ways to adjust accordingly.

• Integrate activities that promote empathy and perspective-taking in math lessons. For example, present real-world math problems that involve scenarios where decisions or actions can impact others emotionally. Encourage students to analyze the potential emotional consequences of different choices and determine ways to adjust their behavior accordingly.

6-8.SoA.1.2: Summarize another’s point of view.

• Present math scenarios or problem-solving situations and have students think individually, then pair up to discuss their thoughts. Finally, ask pairs to share their own point of view and summarize their partner's perspective to the whole class.

• Organize classroom debates where students express and summarize different points of view related to math concepts or problem-solving approaches. After the debate, students can practice summarizing the arguments and perspectives presented by their peers.

6-8.SoA.1.3: Predict others’ feelings and perspectives in a variety of situations.

• Integrate real-world examples and scenarios into math lessons where students can predict the feelings and perspectives of individuals or groups. For instance, students can analyze data about a community issue and predict how different stakeholders might feel or what perspectives they may have.

6-8.SoA.1.4: Recognize the factors that impact how they are perceived by others.

• Teach students how to give and receive constructive feedback. Encourage them to provide feedback to their peers on factors that impact how they are perceived and suggest areas for improvement. This fosters self-awareness and personal growth.

6-8.SoA.2.1: Analyze how people of different groups can help one another and show appreciation for one another.

• Introduce students to diverse math role models from different groups, such as mathematicians from various backgrounds or individuals who have made significant contributions to math. Discuss their achievements and the ways in which they have helped and inspired others, promoting appreciation for the contributions of people from different groups.

  • 🧰 Award Winning Values Worksheet

6-8.SoA.2.2: Describe ways that communities and cultures are similar and different.

• Provide students with data sets related to different communities or cultures, such as population demographics or economic indicators. Students can create graphs or charts to visually compare and contrast the data, identifying similarities and differences between various groups.

• Engage students in mapping activities that showcase the similarities and differences between communities and cultures. They can create maps highlighting geographical locations, landmarks, languages spoken, or cultural practices of different communities, promoting spatial thinking and cultural understanding.

6-8.SoA.2.3: Recognize how similarities and differences in cultural norms and social cues affect the way people interact.

• Present math problems that incorporate cultural contexts or examples. For instance, students can solve problems involving currency conversions, measurements, or geometric designs from different cultures, highlighting how cultural norms and social cues influence mathematical concepts and applications.

• Provide students with data sets that reflect cultural diversity, such as demographic information or survey results from different communities. Students can analyze the data, identify patterns, and discuss how cultural norms and social cues influence the way people interact with numbers and mathematical concepts.

6-8.SoA.2.4: Explain how decisions and behaviors of individuals affect the well-being of schools or communities.

• Present math word problems that involve decisions or behaviors affecting the well-being of schools or communities. For example, students can calculate the impact of reducing waste or increasing recycling rates on the environment and the community's well-being.

• Provide students with data sets related to decisions and behaviors that affect schools or communities. They can analyze the data, create graphs or charts, and explain how certain choices or actions impact the well-being of the school or community.

• Teach students about budgeting and financial decision-making. Discuss how budgetary choices made by schools or community organizations can affect the availability of resources and services that contribute to well-being.

6-8.SoA.3.1: Explain how individual attitudes and behaviors affect the well-being of their school or community.

• Encourage students to engage in service-learning projects that directly impact their school or community. They can volunteer for initiatives like cleaning up the school grounds, organizing fundraisers for local charities, or participating in neighborhood improvement activities.

• Provide students with data related to their school or community's well-being, such as survey results or statistics on specific issues. Ask students to analyze the data, identify patterns, and draw conclusions about the influence of individual attitudes and behaviors.

6-8.SoA.3.2: Learn about social movements, such as civil rights, abolition and suffrage, and the leaders of the movements and strategies.

• Students can analyze historical data related to social movements, such as the number of people involved, the duration of the movements, or the impact they had on society. They can create graphs or charts to visualize the data and draw conclusions about the effectiveness of different strategies used by leaders of the movements.

• Problem-solving: Present math problems related to social movements, where students need to apply mathematical concepts to understand the strategies used. For example, they can calculate the percentage increase in the number of participants in a protest or analyze the ratios of different demographic groups involved in a movement.

• Historical Context: When studying mathematical concepts, provide historical examples from social movements to illustrate the relevance of math in real-world situations. For instance, when teaching about proportions, discuss how leaders of civil rights movements used proportional representation to advocate for equality.

6-8.SoA.3.3: Work collaboratively with peers to analyze and address a shared school initiative.

• Select a school initiative or issue that is relevant to the students, such as reducing waste, promoting sustainability, or improving school culture. Divide students into small groups and assign each group a specific aspect of the initiative to analyze using mathematical reasoning. For example, students could analyze data on waste generation in the school and propose solutions for reducing it. Encourage students to collaborate with their peers, share ideas, and work together to address the initiative.

• Have students collect data related to a shared school initiative. This could involve conducting surveys, gathering information, or analyzing existing data. Once the data is collected, students can work collaboratively in groups to analyze and interpret the data using mathematical concepts. They can then present their findings and propose actions to address the initiative.

• Engage students in a project-based learning experience centered around a shared school initiative. Divide students into groups and assign each group a specific task related to the initiative. For example, one group could be responsible for analyzing the financial implications of implementing changes, while another group focuses on the mathematical modeling of potential outcomes. Students work collaboratively within their groups to address their assigned tasks and then come together to present their findings and propose action steps as a collective effort.

6-8.SoA.4.1: Apply qualities of positive peer and adult role models to self.

• Engage students in a project-based learning activity where they research and identify positive role models in various fields, such as science, technology, engineering, and math. Ask them to present their findings to the class and explain how they can apply the qualities of these role models to their own lives.

  • 🧰 Award Winning Values Worksheet

6-8.SoA.4.2: Recognize a situation when support was needed but students did not ask for it.

• Provide an opportunity for students to share personal experiences where they needed support in math but did not ask for it. Create a supportive and non-judgmental environment where students feel comfortable sharing their challenges and reasons for not seeking help. Encourage classmates to offer empathy, understanding, and suggestions for seeking support in the future.

6-8.SoA.4.3: Analyze whether peers, school, and community members are supportive or non-supportive in accomplishing goals.

• Conduct surveys or interviews within the school community to gather data on students' perceptions of the support they receive. Develop questions that specifically address support in accomplishing math or academic goals. Analyze the collected data as a class, identify patterns and trends, and discuss the implications of the findings on students' progress.

6-8.RS.1.1: Understand the different roles in a group, such as leader, facilitator, and follower and how these roles contribute to failure or success in group efforts.

• Assign students different roles within math group activities or projects, such as leader, facilitator, and follower. Ask students to rotate roles throughout the duration of the project so that everyone gets a chance to experience each role. After the project, facilitate a discussion on how each role contributed to the success or failure of the group effort.

• After completing a group activity or project, provide time for students to reflect on their individual roles and the roles of their peers. Ask them to consider how each role influenced the group's success or failure. Encourage students to share their insights and observations, fostering a discussion on the significance of different roles in achieving collective goals.

6-8.RS.1.2: Monitor how facial expressions, body language and tone impact interactions.

• Show students videos of math teachers and students communicating math concepts and ask them to analyze the facial expressions, body language, and tone used in the videos. Encourage students to identify positive and negative communication behaviors and discuss how these behaviors impacted the interactions in the video.

6-8.RS.1.3: Students are able to respond with positive action steps from feedback.

• Encourage students to provide feedback to their peers on their math work. After students receive feedback, ask them to identify positive actions they can take to improve their work. This activity not only helps students understand how to respond to feedback but also reinforces the importance of giving and receiving feedback in a constructive and respectful manner.

• Provide opportunities for students to reflect on their math work and identify areas where they can improve. After reflecting on their work, ask them to come up with specific action steps they can take to improve their performance. Encourage students to share their action steps with their peers to receive feedback and support.

• Provide feedback to students on their math work and ask them to identify specific action steps they can take to improve their work. Encourage students to discuss their action steps with their peers and work collaboratively to achieve their goals.

• Use rubrics to provide clear criteria for success on math assignments and assessments. Encourage students to use the rubrics to evaluate their work and identify areas where they can improve. Ask students to come up with specific action steps they can take to meet the criteria outlined in the rubric.

6-8.RS.1.4: Differentiate between passive, assertive and aggressive responses from others.

• Provide real-life scenarios related to math where students need to communicate effectively. For example, ask students to imagine they are working on a group project, and one member is not contributing equally. Encourage them to come up with ways to communicate their concerns assertively. This activity helps students understand how different communication styles can be applied to real-life situations.

6-8.RS.2.1: Demonstrate strategies for resisting negative peer pressure.

• Present scenarios where negative peer pressure may arise in a math context. For example, discuss a situation where a student's peers encourage them to cheat on a math test or copy someone else's homework. Facilitate a class discussion on strategies students can use to resist negative peer pressure in such situations. Emphasize the importance of integrity, personal responsibility, and the long-term consequences of succumbing to negative peer pressure.

• Analyze media representations related to math or academic success that involve negative peer pressure. For instance, examine movies, TV shows, or news articles where characters face peer pressure to cheat or engage in dishonest practices. Facilitate discussions about the consequences of negative peer pressure in these contexts and the strategies that characters could have used to resist it.

6-8.RS.2.2: Identify and demonstrate ways to be involved in constructive, prosocial activities with others.

• Incorporate math games and challenges that promote constructive and prosocial activities. For example, assign students to work in pairs or small groups to solve math puzzles, play math-related board games, or participate in math competitions. Emphasize the importance of good sportsmanship, teamwork, and encouraging others during the activities.

• Assign group projects that involve math concepts or real-world applications. Encourage students to brainstorm ideas, divide tasks, and work collaboratively to achieve a common goal. Provide guidance on how to effectively collaborate, resolve conflicts, and support one another during the project. Reflect on the prosocial activities and positive interactions that occurred within the groups.

6-8.RS.2.3: Understand the potential consequences of safe and unsafe behaviors in relationships.

• Provide math scenarios that involve safe and unsafe behaviors in relationships. For example, present a math problem related to splitting expenses in a group project and discuss the potential consequences of being honest and fair versus being selfish and dishonest. Use real-life examples of healthy and unhealthy relationships in math contexts to help students understand how their behaviors can impact their relationships.

• Collect data on students' perceptions of safe and unsafe behaviors in relationships and use that data to create graphs and charts. Analyze the data to identify trends and patterns, and discuss the potential consequences of those behaviors on individuals and relationships. This helps students understand the impact of their actions on themselves and others and encourages them to make informed decisions.

6-8.RS.2.4: Demonstrate ability to develop relationships with peers that are effective and supportive.

• Utilize cooperative learning strategies during math activities to encourage peer interaction and collaboration. Assign students to work in pairs or small groups on math problems or projects. Emphasize the importance of effective communication, active listening, and supporting one another in the learning process. Provide opportunities for students to reflect on their collaborative experiences and discuss the impact of supportive relationships on their learning.

• Implement a peer tutoring system where students take turns being tutors and tutees. Allow students to pair up or form small tutoring groups based on their strengths and areas for improvement in math. Encourage tutors to explain concepts, provide guidance, and offer support to their peers. This not only strengthens their understanding of the material but also fosters supportive relationships and builds confidence in both the tutors and tutees.

6-8.RS.3.1: Reflect on their role in conflict.

6-8.RS.3.2: Identify how all parties in conflict might get their needs met – a win-win situation.

• Assign students roles in a negotiation scenario related to math concepts or real-life math applications. Each student represents a different party with unique needs and interests. Students engage in role-playing negotiations where they aim to find mutually beneficial solutions. Afterward, reflect on the negotiation process and discuss the strategies used to reach a win-win situation.

• Integrate real-world examples where math concepts intersect with conflicts and the need for win-win outcomes. For instance, explore scenarios related to resource allocation, budgeting, or fair division. Discuss how considering the needs of all parties involved can lead to equitable solutions and emphasize the connection between math skills and problem-solving in various contexts.

6-8.RS.3.3: Apply conflict resolution skills to de-escalate, defuse, and resolve differences.

• Teach students specific problem-solving strategies that can be applied to both math and conflict resolution. For example, introduce methods such as brainstorming, compromising, active listening, and seeking common ground. Relate these strategies to math problem-solving scenarios and encourage students to apply them when they encounter conflicts during collaborative math activities.

6-8.RS.3.4: Identify positive support people to seek out in a conflict situation.

6-8.RDM.1.1: Analyze the reasons for school rules and local laws and identify the ethical values and social norms they support.

• Organize a mock trial or debate where students take on the roles of lawyers or debaters and argue for or against a specific school rule or local law. Encourage students to research and gather data to support their arguments, considering the ethical values and social norms involved. This activity enhances critical thinking, public speaking, and the ability to articulate reasoning based on data.

6-8.RDM.1.2: Monitor how decision- making affects progress toward achieving a goal, through reflection on past choices, and social and community norms.

• Incorporate peer feedback sessions where students can exchange ideas and perspectives on decision-making processes. After completing a math task or project, have students provide constructive feedback to their peers. Encourage them to discuss how certain decisions positively or negatively impacted the progress made towards achieving the goals. This process helps students gain insights from different perspectives and improves their decision-making skills.

• Connect decision-making in math to real-life situations and community norms. Present students with examples of how math-related decisions can impact their lives and the community. Discuss how considering social and community norms can influence decision-making and progress towards achieving goals. Encourage students to reflect on the consequences of their decisions and the importance of aligning with societal expectations.

6-8.RDM.1.3: Recognize the effect of peer pressure on decision-making.

• Analyze media examples, such as advertisements or social media content, to explore how peer pressure is used to influence consumer decisions. Focus on math-related products or services and discuss how these marketing tactics can impact decision-making. Help students critically evaluate the messages conveyed and encourage them to develop strategies to resist negative peer pressure.

• Engage students in group decision-making exercises that involve math-related scenarios and incorporate peer pressure dynamics. Assign groups and provide them with a problem-solving task or project. Encourage students to consider the influence of peer pressure within their groups and reflect on how it affected their decision-making processes. Facilitate discussions among groups to share insights and alternative perspectives.

6-8.RDM.2.1: Identify and apply the steps of systematic decision-making, using creativity and innovation.

• Introduce decision-making frameworks or models to students, such as the PROACT model (Problem, Objectives, Alternatives, Consequences, Trade-offs). Guide students through the steps of these frameworks, allowing them to practice systematic decision-making while incorporating creativity and innovation. Provide opportunities for students to apply these frameworks to various math-related situations.

• Connect math concepts to real-world situations and challenges. Present students with real-life scenarios where systematic decision-making is required, such as budgeting, designing structures, or planning events. Encourage students to apply their mathematical knowledge creatively and innovatively to solve these problems.

• Engage students in project-based learning activities that involve making decisions and applying creativity and innovation. For example, assign a project where students need to design and create a functional object using geometric concepts. Guide them through the decision-making process, considering factors such as materials, cost, and functionality.

• Use math-based games or simulations that require systematic decision-making. Present students with virtual scenarios where they need to make decisions, strategize, and think creatively to achieve the desired outcomes. Provide opportunities for students to reflect on their decision-making processes and discuss alternative approaches.

6-8.RDM.2.2: Gather additional information from multiple sources to generate alternative solutions.

• Engage students in discussions about current events or real-world applications of math. Encourage students to gather additional information from news articles, documentaries, or other media sources to explore alternative solutions to math-related issues in the world. Students can analyze the different perspectives presented and generate their own informed solutions.

• Provide students with datasets and ask them to analyze the data to solve a math problem. Have students gather additional information from different sources, such as online databases or external experts, to explore alternative ways of interpreting the data. Students can compare and discuss the different solutions they generate based on the additional information they gathered.

6-8.RDM.2.3: Discuss alternatives in relation to multiple contextual factors.

• Present students with real-world math problems that require considering multiple contextual factors and discussing alternative approaches. For example, provide a scenario where they need to decide the most cost-effective transportation option for a field trip, considering factors such as distance, time, and budget constraints. Encourage students to discuss and justify their alternative solutions based on the given context.

6-8.RDM.2.4: Analyze how decision- making skills affect study habits and academic performance.

• Have students reflect on their own study habits and identify areas where they can improve their decision-making skills. For example, students could be asked to think about how they prioritize their time when studying for a math test. Do they spend most of their time reviewing material they already know, or do they focus on areas where they need more practice? Students could also consider whether they are making effective use of study aids such as flashcards, notes, or online resources. After reflecting on their own study habits, students could discuss their findings in small groups or as a class. They could share strategies that have worked well for them in the past, and brainstorm new approaches they could try. You could facilitate this discussion by asking questions such as:

  • What strategies do you use to stay focused when studying?

  • How do you decide which topics to study first?

  • What factors do you consider when choosing a study partner?

  • How do you know when you've studied enough for a test?