This is a bank of activity ideas that embed life skills learning into academic content. These practices can be documented in unit guides, lesson plans, etc. On this page, they are organized under the MN life skills benchmarks for this grade band.
Provide students with sentence starters that incorporate complex emotion vocabulary. For example, "I felt a surge of exhilaration when I finally solved the challenging math problem." Encourage students to use these sentence starters to express their emotions and feelings in a more nuanced and descriptive way.
Include reflection prompts in math assignments or journals that encourage students to use more complex emotion vocabulary. For example, ask students to describe a time when they felt a profound sense of accomplishment or a surge of determination while working on a challenging math problem. This prompts them to expand their emotion vocabulary while reflecting on their experiences.
Introduce the concept of a Mood Meter and have students create their own. Have them use this tool to express and communicate their emotional intensity during math lessons or when working on math-related tasks.
Provide students with a graphic organizer or template where they can visually map the relationship between their thoughts, emotions, and behaviors. Ask them to choose a specific math-related situation and identify the thoughts they had, the emotions they experienced, and the behaviors they exhibited in response. This activity helps students visualize the connections between these components.
Teach students strategies to challenge and reframe negative or unhelpful thoughts related to math. Encourage them to identify when negative thoughts arise, evaluate the evidence supporting those thoughts, and replace them with more positive or constructive thoughts. Discuss how this process can impact their emotions and subsequent behaviors during math activities.
Assign written reflections where students describe how their bodies physically respond to different emotions they have experienced during math class. Prompt them to think about specific situations or challenges they encountered and the physical sensations they felt in response. Encourage them to explore strategies for managing their physical responses in a positive and healthy way.
Incorporate regular reflection journal entries where students can write about how they have utilized their personal strengths in math class or during math-related activities. Encourage them to reflect on specific instances when their strengths helped them succeed or contribute positively to the learning environment.
Create a strengths appreciation wall within the classroom where students can display their identified strengths and assets. This visual representation serves as a reminder of the diverse strengths present in the class and encourages a culture of appreciation and recognition for individual contributions.
Organize a math-themed talent show where students can showcase their skills and talents related to math. Encourage them to explore various math-related talents such as mental math, problem-solving, geometric art, or creating math riddles. This provides an opportunity for students to recognize and develop their unique abilities.
Encourage students to participate in math competitions or challenges at the school, district, or even national level. Provide information and resources about different math competitions available for students at their grade level. This allows them to test their skills, set goals, and work towards improving their abilities.
Organize a Math Olympiad within the classroom or school, where students can compete in a series of math challenges and problem-solving activities. This fosters a spirit of friendly competition and encourages students to develop and refine their math skills and talents.
Assign math projects that require students to collaborate with their families. For example, students could design a budget for a family vacation, measure and map their backyard for a landscaping project, or create a family recipe using measurement and fractions. Encourage students to utilize their family members' expertise and resources to accomplish these tasks.
Conduct a scavenger hunt within the school premises to familiarize students with available resources. Provide a list of math-related resources such as the library, computer lab, math manipulatives, or math-related books. Students can work in teams to locate these resources and identify how they can be utilized to accomplish math tasks or support their learning.
Establish guidelines for collaborative math work. Discuss with students how they can actively listen to each other, take turns, offer constructive feedback, and appreciate diverse perspectives. Regularly reinforce these guidelines during group work activities and provide opportunities for students to reflect on their adherence to them.
Provide problem-solving activities that require students to make choices and consider the potential consequences. This could involve solving real-world math problems or engaging in mathematical simulations. Guide students in analyzing the outcomes and reflecting on the consequences of their decisions.
Pair students up as accountability partners who can support and monitor each other's personal responsibility. Encourage partners to have regular check-ins, discuss goals, and offer support and feedback. This fosters a sense of mutual responsibility and promotes a supportive learning community.
Assign specific classroom jobs to students, allowing them to take on responsibilities within the math class. These jobs could include materials organization, distributing papers, or leading warm-up activities. Students will gain a sense of ownership and contribute to the smooth functioning of the classroom.
Organize collaborative math projects or group assignments that require students to work together and rely on each other's contributions. Discuss with students the importance of individual responsibility in completing their assigned tasks and how it directly impacts the success of the entire group. Reflect on the benefits of taking responsibility for their own work and supporting their peers.
Incorporate regular brain breaks during math class to provide students with an opportunity to reset and manage their emotions. Engage students in short physical activities, stretching exercises, or guided relaxation techniques. These breaks can help students release tension and refocus their attention.
Teach students the power of positive self-talk in managing their emotions and behaviors. Encourage them to use positive affirmations and remind themselves of their capabilities when facing challenges in math. Model and practice positive self-talk as a teacher to demonstrate its effectiveness.
When working on group projects or during class discussions, teach students how to use "I" statements to express their thoughts and emotions constructively, such as "I feel frustrated when I don't understand the math problem." Discuss how this can lead to better communication and understanding among classmates.
Provide sentence starters or prompts to help students construct I-statements. These prompts can be displayed in the classroom or given as handouts. For example, provide sentence starters like "I feel ______ when ______," or "I am thinking ______ because ______." This support can assist students in formulating their thoughts and emotions into constructive statements.
Assign reflective writing activities where students can explore and analyze the causes and effects of their emotions in relation to math. For example, after completing a challenging math task, students can write about the emotions they experienced, the thoughts or beliefs that contributed to those emotions, and the impact those emotions had on their performance.
Engage students in discussions about the importance of perseverance and having a growth mindset in math. Teach them that challenges and obstacles are opportunities for learning and growth. Share stories of famous mathematicians or scientists who faced obstacles but persevered to achieve success.
Share inspirational stories or videos of individuals who have overcome obstacles in math or other fields. These stories can serve as role models and inspire students to persevere in their own math journey. Discuss the key takeaways and lessons learned from these examples.
Present students with ethical dilemmas related to math concepts or problem-solving scenarios. Encourage students to analyze the situation and discuss the relationship between their ethical values and the choices they would make. Prompt them to consider how honesty, respect, and integrity can guide their behavior and decision-making.
Have students identify and set academic and personal goals related to their math skills, such as improving their ability to solve multiplication problems or becoming more confident in their math abilities. Students could also set social goals, such as working collaboratively with their peers during group projects or showing respect for others during class discussions.
Help students recognize the connections between their goals in different domains. For example, achieving a specific math goal can contribute to personal growth and confidence, which can positively impact social interactions. Discuss these connections with students and encourage them to reflect on how progress in one domain can support progress in others.
Teach students to monitor their progress regularly. They can use charts, graphs, or journals to record their actions and track their progress toward their goals. Regular monitoring helps students stay focused and motivated while providing opportunities for self-reflection and adjustment of their action plan if needed.
Guide students in developing effective time management skills to allocate time for working towards their goals. Teach them strategies like creating a schedule, prioritizing tasks, and breaking larger tasks into smaller, manageable chunks. Emphasize the importance of consistent practice and allocating dedicated time for math-related activities.
Create a resource wall in the classroom where students can find information and materials that will support them in meeting their goals. Include math reference sheets, relevant books, online resources, and posters highlighting strategies for overcoming common obstacles in math.
Encourage students to work collaboratively in groups or pairs. This allows them to tap into the collective knowledge and skills of their peers, serving as an external resource. Assign group roles that help distribute responsibilities and leverage each student's strengths to overcome obstacles collectively.
Incorporate peer feedback activities where students can provide constructive feedback to each other on their math work. For example, after completing a problem-solving task, have students exchange their work and provide specific suggestions for improvement or positive feedback on their classmates' solutions.
Use formative assessments throughout the learning process to gather feedback on students' understanding and progress. Provide timely and specific feedback to students, highlighting areas of strength and areas that need improvement. Encourage students to use this feedback to make adjustments and refine their understanding.
Implement opportunities for students to provide feedback and recognition to their peers. For instance, after completing group projects or math activities, students can share positive feedback on their classmates' contributions and effort. This helps students recognize the impact of their behavior on others and fosters a supportive and encouraging classroom culture.
Assign group projects or problem-solving activities that require students to work together and share their perspectives. Encourage them to listen actively to their peers, consider different approaches, and discuss various viewpoints to reach a consensus.
Organize class debates on mathematical topics or problem-solving strategies. Assign students different perspectives or viewpoints to argue for and provide evidence to support their positions. This activity fosters respectful dialogue and helps students understand that there can be multiple valid approaches to solving a problem.
Encourage students to teach and explain math concepts to their peers. This allows them to appreciate and respect different ways of understanding and explaining mathematical concepts. Provide opportunities for students to share their unique perspectives and encourage active listening and respect among the students.
Provide journal prompts related to math and emotions, such as "Describe a time when you felt frustrated while doing math and how you dealt with it" or "How do you feel when you solve a difficult math problem?" Have students share their journal entries with a partner and discuss the verbal, physical or situational cues they noticed in their partner's writing.
Introduce students to diverse mathematicians and math enthusiasts who have made significant contributions to the field. Discuss their personal qualities, strengths, and how these qualities have contributed to their success in mathematics. Encourage students to reflect on the importance of individual differences and how they contribute to a diverse and vibrant mathematical community.
Use math word problems that involve multiple solutions or different approaches. Encourage students to share their strategies with their peers and ask questions to understand how they arrived at their answers. This can help students recognize that there are often multiple ways to solve a problem and that everyone's perspective is valuable.
Introduce students to mathematicians from diverse social and cultural backgrounds. Discuss their contributions to the field of mathematics and how their work has influenced mathematical concepts and problem-solving strategies. Students can research and present on mathematicians from different cultures, highlighting their achievements and impact.
Explore different mathematical practices and problem-solving strategies used by various cultures. For example, students can learn about the Mayan numeral system or the use of abacuses in Asian cultures. Engage students in hands-on activities that allow them to experience and appreciate the unique approaches to math employed by different social and cultural groups.
Introduce students to inventors and innovators who have made significant contributions to the field of mathematics from various backgrounds. Discuss their inventions, discoveries, and how their work has influenced mathematical thinking. Students can create posters or presentations to showcase the contributions of these individuals.
Create math word problems that incorporate situations related to stereotyping, discrimination, and prejudice. For example, students could solve problems that involve calculating the average scores of students from different cultural backgrounds or analyzing data on gender representation in a math competition. After solving the problems, engage in a discussion about the potential biases or stereotypes present in the scenarios.
Provide students with data sets that highlight diversity and representation in various contexts, such as sports teams, classroom demographics, or job roles. Ask students to analyze the data and identify any patterns or discrepancies that may indicate stereotyping, discrimination, or prejudice. Facilitate discussions on how math can be used to recognize and address these issues.
Assign students to research and collect data on social issues related to stereotyping, discrimination, or prejudice, such as racial or gender disparities. Have them create graphs or charts to visually represent the data, and guide them in interpreting the graphs to identify instances of bias or inequality. Encourage discussions on the importance of recognizing and addressing these issues.
Engage students in a community service project that incorporates math concepts. For example, students could plan a school-wide fundraiser and use math skills to calculate profits, create budgets, and analyze data related to the project. They can work collaboratively in groups to determine the best strategies for achieving their fundraising goals while addressing a specific social need.
Collaboratively design and build a project that addresses a social need within the school or community. For example, students can work in groups to create a garden or outdoor learning space, and use math skills to measure and plan the layout, calculate materials needed, and determine costs. Through the project, students will understand how math is applied to solve real-world problems.
Pair students up and have them interview each other about their experiences helping others with math. Provide a list of questions or prompts to guide their conversation, such as "What did you learn about yourself while helping your classmate with a math problem?" or "How did this experience impact your confidence in math?" Students can then share their partner's responses with the class.
Encourage students to identify a math-related problem in their community, such as the need for a new playground or the amount of food waste in the school cafeteria. Then, have them work collaboratively to brainstorm solutions and use math skills to create designs, calculate costs, and measure dimensions.
As a class, identify individuals in the field of math who demonstrate qualities of positive role models. These could include mathematicians, engineers, and scientists who use math in their work. Have students research and present on their chosen role model, highlighting the qualities that make them a positive influence.
Invite guest speakers who are positive role models in the field of math or have achieved success in their mathematical endeavors. They can share their personal stories, experiences, and the qualities that have helped them excel in math. Students can ask questions and engage in a dialogue to understand the traits and behaviors of these role models.
Create a support systems chart on the classroom wall or as a handout for students. Divide it into two columns: "When I Need Support" and "When I Can Work Independently." Brainstorm and list specific situations or indicators under each column. Discuss and clarify examples together as a class, ensuring students understand the distinction between situations that warrant support versus those they can handle independently.
Set up learning stations in the classroom with different math activities or challenges of varying difficulty levels. Clearly label each station as "Independent" or "Support Available." Students can self-select the stations based on their confidence and understanding of the topics. This allows them to independently work on tasks that align with their abilities while seeking support when necessary.
Foster peer collaboration and cooperative learning in math activities. Discuss with students the importance of supporting each other's learning and responsible behavior. Provide opportunities for students to work in pairs or small groups, where they can help each other understand math concepts, solve problems, and practice responsible behavior during group work.
Use jigsaw activities where students are divided into small groups, and each group is assigned a different topic or concept related to the math lesson. After becoming experts in their assigned topics, students then regroup into mixed expert groups, where each member shares their knowledge with others. Discuss how working in these different group settings affects individuals' emotions, attitudes, and behaviors.
Conduct observation exercises where students focus on observing and interpreting nonverbal cues during math activities or group work. Provide students with a checklist or graphic organizer to note the facial expressions, body language, and tone they observe in their classmates. Engage in a class discussion afterward to share and analyze their observations.
Teach students specific feedback protocols or structures that they can use when providing feedback to their peers. For example, the "I like, I wonder" model encourages students to share something they like about their peer's work and something they wonder or have a question about. Provide opportunities for students to practice using these protocols during math activities and discussions.
Organize peer conferences where students have the opportunity to give and receive feedback on their math work. Pair students up and provide them with clear guidelines on how to provide constructive feedback. Encourage students to focus on specific aspects, such as the clarity of explanations or the accuracy of solutions. Model effective feedback techniques before students engage in peer conferences.
Conduct gallery walks where students can observe and provide feedback on each other's math work displayed around the classroom. Provide guiding questions or prompts to help students focus their feedback on specific aspects of the work. Encourage students to write their feedback on sticky notes or comment sheets and attach them to the displayed work.
Use the think-pair-share strategy to encourage students to provide feedback to their peers. After a math activity or problem-solving task, instruct students to think individually about what they liked or found impressive about their partner's work. Then, pair them up to share their feedback. Finally, provide an opportunity for students to share their observations and feedback with the whole class.
Provide students with sentence starters or sentence frames to support them in providing constructive feedback. These can include prompts such as "I noticed that..." or "One suggestion I have is..." Display these sentence starters on a poster or provide them on individual cards that students can refer to when giving feedback.
Develop rubrics or checklists that outline specific criteria for high-quality math work. Share these tools with students and encourage them to use them when providing feedback to their peers. This helps students focus their feedback on specific aspects and provides a clear structure for their evaluations.
Incorporate turn and talk activities during math lessons. Pose a question or problem to the class and give students a short period to discuss their thoughts with a partner. Encourage students to actively listen to their partner's ideas and perspectives. Afterward, facilitate a whole-class discussion, allowing students to share what they heard from their partner.
Use the think-pair-share strategy to promote attentive listening. Ask students to think silently about a math question or problem, then pair them up to share their thoughts. Remind students to actively listen to their partner's responses before sharing their own. This strategy encourages students to carefully consider others' ideas.
Assign collaborative math projects that require students to work together in teams. Emphasize the importance of positive relationship behaviors during group work, such as active listening, respecting others' ideas, and providing support. Encourage students to reflect on how these behaviors contribute to a positive and productive group dynamic.
Structure math activities or assignments that require students to work in diverse groups. Encourage students to collaborate with peers they may not typically interact with, fostering new friendships and recognizing the value of working with a variety of individuals. Emphasize the importance of listening to different perspectives and appreciating the unique contributions each person brings to the group.
Assign partner activities where students are paired with different classmates on a rotating basis. This allows students to interact with various individuals and build relationships with a diverse range of peers. Prompt students to reflect on the strengths and qualities they appreciate in each partner, highlighting the value of friendships with different individuals.
Explicitly teach students various problem-solving strategies that can be applied to interpersonal conflicts. Discuss the importance of identifying problems, brainstorming solutions, and considering the perspectives of others. Provide examples of conflicts that may arise during math activities and guide students through the process of seeking appropriate assistance.
Assign math projects that require students to work in groups to solve problems or complete tasks. Clearly define the group learning goals and emphasize the importance of collaboration and communication. Encourage students to actively engage with their peers, share ideas, and work together to achieve the common learning goals.
Incorporate cooperative math games or activities into your lessons. These activities can require students to work together to solve puzzles, complete challenges, or achieve specific math objectives. Encourage students to collaborate, communicate, and support each other as they work toward common goals.
Encourage students to support each other's learning through peer tutoring. Pair students with different skill levels or knowledge areas, where one student acts as the tutor and the other as the learner.
Introduce math word problems that involve decision-making in the face of peer pressure. These problems can present situations where different individuals have conflicting interests or opinions. Discuss the pressures embedded in the problems and encourage students to identify and analyze them as part of the problem-solving process.
Introduce math word problems that involve conflicts or disagreements. These problems can present situations where different individuals have conflicting interests or opinions. Discuss the conflicts embedded in the problems and encourage students to identify and analyze them as part of the problem-solving process.
Provide students with math problems and ask them to independently think about and write down the problem statement. Then, have them pair up and share their problem statements with a partner. Encourage them to discuss and compare their perspectives, identifying similarities and differences. Finally, facilitate a whole-class discussion where students can share their diverse problem statements.
Assign math projects or problem-solving tasks that require collaboration within small groups. Emphasize the importance of effective communication, active listening, and compromising to find solutions that satisfy everyone's needs. Provide guidance and support as students navigate conflicts that may arise during group work.
Model the thinking process by using I-statements when solving math problems. As you solve a problem on the board or through a guided practice activity, verbalize your thoughts, such as "I am going to break down the problem into smaller steps," "I will use the multiplication strategy I learned last week," or "I need to double-check my answer before moving on."
When reviewing students' work, provide feedback and prompt students to use I-statements to analyze their mistakes and identify areas for improvement. Students can say, "I made a mistake when adding the decimal numbers," "I forgot to carry over in the multiplication problem," or "I need to show my work more clearly next time."
Engage students in cooperative problem-solving tasks that require effective communication and collaboration. After completing the tasks, facilitate a discussion where students can share their experiences, discuss the impact of their actions/words on the group dynamics, and explore any discrepancies between their intentions and the actual impact. Example: Assign students a math problem-solving task that requires them to work in groups. Observe their interactions during the activity and afterward, guide a class discussion where students can reflect on how their actions or words may have influenced the group's dynamics and the overall problem-solving process. Encourage them to consider any unintended consequences and differences between their intentions and the impact.
Provide students with data related to safety incidents or accidents that have occurred in the school environment. Ask them to analyze the data, identify patterns or trends, and discuss ways to prevent similar incidents in the future. Encourage students to propose mathematical strategies or rules that could contribute to a safer school environment. Example: Share a data set that includes information about incidents such as slips, trips, or spills that occurred in the school over a period of time. Guide students in analyzing the data, calculating frequencies or percentages, and identifying areas or behaviors that pose safety risks. Have students propose rules or strategies based on the analysis to promote safety.
Present students with real-world math problems that involve decision-making and goal-setting. Ask them to analyze the consequences of different choices on their short-term and long-term goals and discuss their findings. Example: Provide students with a problem related to planning a class trip. Ask them to make decisions about the mode of transportation, accommodation, meals, and activities, considering the impact on both short-term enjoyment and long-term financial goals (such as staying within budget and saving for future events). Have students present their decisions and explain how they considered the short- and long-term effects.
Organize debates or class discussions where students can share their opinions on different decision scenarios. Encourage them to express their views on the positive and negative consequences of the decisions and engage in respectful dialogue with their peers. Example: Present a scenario where students need to decide whether to extend recess time or reduce it to allow for more instructional time. Divide the class into two groups, one in favor of extending recess and the other in favor of more instructional time. Have students debate and discuss the positive and negative consequences of their preferred decisions.
Present students with problem-solving scenarios specifically designed to reflect situations they encounter at school. Ask them to identify the decisions or problems within each scenario and discuss possible solutions. Example: Provide students with a scenario where they need to plan a school field trip within a budget. Ask them to identify the decisions or problems involved, such as choosing transportation, estimating costs, or determining the number of attendees. Encourage them to brainstorm alternative solutions and discuss the consequences of each choice.
Begin by conducting a survey among students to identify various decisions or problems they encounter at school. Ask students to brainstorm and list specific situations where they need to make decisions or encounter problems related to math or other subjects. Example: Provide students with a survey form or worksheet where they can list situations like planning a school event, budgeting money for a class project, measuring ingredients for a cooking activity, or comparing data in a science experiment. Collect the responses and use them to guide further discussions and activities.
Organize math competitions or challenges where students are encouraged to find alternative solutions to problems within a given time frame. This fosters a sense of fun and excitement while promoting creative thinking and problem-solving skills. Example: Create a "Math Olympics" event where students compete individually or in teams to solve math problems. Provide a set of challenging problems and encourage students to find alternative solutions beyond the typical methods taught in class. Celebrate and recognize the students who generate the most unique or creative solutions.
Assign open-ended projects or extended problem-solving tasks where students have the freedom to explore different solutions. Encourage them to think creatively and generate alternative approaches to solving the problem, fostering a growth mindset and promoting divergent thinking. Example: Ask students to design a garden with a specific area or perimeter constraint. Encourage them to generate multiple designs using different arrangements of plants, paths, or fences. Have them explain the advantages and disadvantages of each design and consider alternative solutions that meet the same constraints.
Set up different problem-solving stations around the classroom, each focusing on a specific math concept or problem type. Encourage students to explore multiple solutions at each station and generate alternative approaches to solving the problems. Example: Create stations that focus on concepts like multiplication, fractions, or geometry. Provide a variety of math problems at each station and ask students to generate alternative solutions. They can use manipulatives, drawings, or written methods to explore different strategies and discuss the advantages and disadvantages of each approach.
Present a math problem to the class and give students a few moments to think individually about possible solutions. Then, pair them up and have them share their ideas, encouraging each other to think of alternative approaches. Finally, facilitate a class discussion where pairs share their alternative solutions with the whole group. Example: Pose a problem that involves finding the perimeter of a shape. After giving students time to think individually, ask them to discuss their solutions in pairs. Encourage them to generate alternative methods, such as counting the sides, using formulas, or breaking the shape into smaller components. In the class discussion, have pairs present their alternative solutions and explain their reasoning.
Provide students with open-ended math problems that have multiple possible solutions. Ask them to evaluate the consequences of each solution and discuss as a class how to reach a consensus or make a decision based on the given problem. Example: Present a problem where students need to determine the best way to distribute a limited number of objects among different groups. Ask students to brainstorm and evaluate the consequences of different distribution strategies, considering factors like fairness, efficiency, or maximizing resources. Guide the class in reaching a consensus on the best solution.
Assign students to small groups and provide them with a math problem that has multiple solutions. Ask each group to analyze the consequences of their proposed solutions and prepare arguments to defend their choices. Then, organize a debate or group discussion where students present their solutions and try to reach a consensus as a class. Example: Divide the class into groups and assign them a problem related to geometry, such as finding the area of a given shape. Each group can choose a different method to solve the problem. Afterward, facilitate a class debate where each group presents their solution, discusses the consequences of their method, and tries to reach a consensus on the most efficient or accurate approach.
Present students with real-life math problems that require making decisions. After students solve the problem, ask them to reflect on their solution strategy and evaluate the results. Encourage them to consider if their solution was efficient, accurate, and appropriate for the given context. Example: Provide a scenario where students have a budget to plan a party. They need to decide how many pizzas to order based on the number of guests. After the party, ask them to evaluate if they ordered enough pizzas or if there were any leftovers.
Assign regular math journal entries or reflection sheets where students can write about their decision-making process and evaluate the outcomes of their choices. They can describe the steps they took, the strategies they used, and whether their approach was successful. Example: Ask students to write about a recent math problem they solved independently. Have them evaluate their decision-making process, discuss any challenges they encountered, and reflect on what they learned from the experience.
Divide the class into small groups and provide them with a multi-step math problem. After solving it, have each group present their solution approach and explain why they believe it was the best strategy. Engage the whole class in a discussion to compare the different strategies and evaluate their effectiveness.
