Let’s be honest—math class can be a little tricky to manage. Some students finish early and need something meaningful to do. Others are still working to build habits like perseverance, organization, and talking through their math thinking. We know we need to teach math content but also the Standards for Mathematical Practice. And as teachers, it’s easy to fall into the trap of focusing on whether students got the answer right instead of noticing the really powerful things they did along the way.
Add in the frustration of trying to keep on a pacing schedule, balance behaviors, deal with meetings…I get it.
In fact, when I surveyed my followers, two major topics surfaced.
- “I need help with behaviors–both encouraging positive behaviors and managing negative ones!”
- “What do I do with my fast finishers?”
I spent a ton of time thinking about how to help. The two topics seem vastly different, but the more I thought about it, the more I realize how closely related they are. That’s where Math Moves That Matter was born—a way to make those “invisible” math behaviors visible, fun, and worth celebrating. When students are engaged, negative behaviors decrease. Let me explain more.
Why Math Behaviors Deserve the Spotlight
Think about it: what does it really mean to be a mathematician? Do we spend enough time talking about the math practices with students? It isn’t just about racing through problems (shocking!) or filling in blanks. It’s about showing perseverance when things get tough. It’s about explaining math thinking and building on the ideas of others. Finally, it’s about staying organized so your strategies are clear—not just to you, but to anyone reading your work.
These are the skills that help students grow as problem solvers. And if you’ve read Peter Liljedahl’s Building Thinking Classrooms, you know how important it is to make the process visible. Students need to see what “good math behaviors” look like and then be recognized when they show them. I needed to find a way to help teachers make this more tangible–and fun for students too.
The Power of Recognition: Introducing Math Moves That Matter
Unfortunately, my idea seems complicated at first–at least tricky for me to explain. I’m going to give it a try! My “project”, Math Moves That Matter, combines three big components:
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Trading cards that highlight eight positive math behaviors (Students LOVE trading cards!)
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Bulletin board and display materials to build a class “number bank” (more on this later)
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Fast finisher activities that use the numbers from the cards (again…you told me this was needed!)
Here’s the gist of it. Students earn trading cards when they demonstrate behaviors like accountable talk, growth mindset, neat and organized work, trying hard, or sharing ideas. Each card has a number (a point value), and those numbers can be added to a class number bank to track progress toward a goal—or used in the enrichment activities that I’ll explain in a bit.
The best part? Kids love collecting them. It turns those small moments—like trying again after a mistake—into something visible and worth celebrating.
“But I don’t like token rewards!”
Ok…I hear you. I’m the same. But this is a little different. It’s not a piece of candy or a sticker. It’s a representation of a POSITIVE skill a student demonstrated. Plus, if you don’t embrace the idea of INDIVIDUAL rewards, you could use it for partnerships or even just as a class. The goal is to make these super desirable math behaviors visible and recognized. Do it your way!
How It Works in the Classroom
So how does this look in real life?
- Consider building a math practices anchor chart one skill at a time as you teach them!
Model and post the behaviors. Use the included posters or create anchor charts with your students. Talk about what each behavior looks and sounds like. I even made a “grow with you” anchor chart where, as you teach the behaviors, you can add them to your growing chart. I love focusing on one or two behaviors at a time to keep it simple and focused.
Watch for the behaviors in action. When you see a student persisting through a challenge or using math talk with a partner, hand them a trading card. You can award them individually, as a class, or even let students nominate each other. It’s like “real time” acknowledgement of what you are teaching.
Use the numbers. Each card has a number value. Add it to your class “number bank” on a bulletin board, have students record it on their goal sheets, or use it for enrichment math activities. If you want to pass out trading cards for kids to keep, then just hang up the matching number on the board or write it down on your whiteboard.
You can record the numbers however you want! Set goals for the class and use those points for MORE MATH! Keep a running total, consider using them as motivation. Maybe 100 points earns a math game day. Outdoor math class? Bringing stuffed animals in as math coaches? Get creative!
Why This Supports a Thinking Classroom
This system ties directly into the work many teachers are doing to build richer math communities. In a Thinking Classroom, the focus is on reasoning, collaboration, and risk-taking. By recognizing math behaviors, you’re reinforcing exactly those habits. Knowing the developmental level of elementary students, you are also making it tangible.
Instead of rushing through, students learn that slowing down, talking it out, or trying a new approach are all part of what it means to be a mathematician. I truly think that sometimes we forget how much time and repetition it takes for younger learners to internalize some of the things we take for granted. Not only that, but we are pounding in the fractions and word problems and math facts–and sometimes forget how focusing on the math behaviors can really pay off long term.
Solving the Fast Finisher Struggle
OK, so let’s talk about the OTHER elephant in the room. You have 25 (or more!) students who are probably at 5 different skill levels. Fast finishers can be tough. You don’t want to hand them busywork, but you also need them engaged while you help students who need more time. It seems like it’s always a struggle. In fact, MANY of the resources I have created over time have been created for my own students because of this!
That’s why when teachers repeatedly reached out to me about it, I knew I needed to try to help. In addition to helping with the math behaviors we know need to be taught, this resource includes low-prep fast finisher pages that use the numbers your class has earned. This sounds more complicated than it really is–trust me!
If you want to use the trading card system for more, you can use the fast finisher sheets I created that work with ANY numbers to get students doing additional practice and math thinking! It literally takes no prep and can be done by students alone, with a partner, or even at a math center.
It’s purposeful. It’s connected to what they’ve earned. And it saves you from scrambling when a student says, “I’m done. Now what?”
Final Thoughts
At the end of the day, our job isn’t just to teach students how to solve problems—it’s to help them become problem solvers. By noticing and celebrating math behaviors, you can build a classroom culture where perseverance, organization, and math talk are valued just as much as the right answer.
If you’re ready to make math behaviors visible—and give your fast finishers something meaningful to do—check out Math Moves and see what you think! If teachers find it valuable, I plan to start adding more “expansion” packs to the starter set with different designs, different numbers, and so on.
Click to learn more about MATH MOVES (or the image below). I’d love to hear your success stories!
