Growth Mindset Brainstorm Worksheet

Instructions

Think about times when math feels challenging. In each section below, write a “fixed mindset” thought — one that makes you feel stuck — and then practice turning it into a “growth mindset” statement that helps you keep trying.

1. Fixed Mindset Thought:

Growth Mindset Reframe:

1. Fixed Mindset Thought:

Growth Mindset Reframe:

1. Fixed Mindset Thought:

Growth Mindset Reframe:

1. Fixed Mindset Thought:

Growth Mindset Reframe:

1. Draw or Write: Think of a time you overcame a math challenge by practicing or asking for help. Draw a quick sketch or write a few sentences about what you did and how it helped you.

Number Line Race Activity

Overview
A quick, energetic game for pairs to practice addition and subtraction on a number line. Students race to place counters on the correct spot, reinforcing number sense and encouraging positive teamwork.

Materials

• Session 1 Number Line Activity Mat
• A handful of counters or tokens per pair
• Prompt cards or teacher-generated addition/subtraction problems
• Timer or stopwatch

Prep (5 minutes)

• Print and laminate one number line mat per pair.
• Prepare a stack of prompt cards with simple addition/subtraction problems.
• Gather counters (buttons, beans, chips) and a timer.

Instructions (5 minutes)

1. Arrange students in pairs and give each pair a mat and counters.
2. Explain that you will call out a problem (e.g., “7 + 3”).
3. On “Go,” pairs race to place a counter on the correct number on the line.
4. The first pair to mark the right answer earns a point.
5. Continue calling out problems for the full 5 minutes, keeping score.
6. At the end, celebrate effort, review strategies, and highlight growth-mindset language (“We can’t do this…yet!”).

Differentiation & Extensions

• Support: Use problems within 0–10 and allow students to move a single counter from the start point.
• Challenge: Include missing-addend prompts (e.g., “__ + 5 = 12”) or double-digit number lines (0–20).

Classroom Talk

• Encourage partners to use growth-mindset phrases: “Keep trying,” “What strategy can we use?”
• After the game, ask: “Which problem felt hardest? How did you figure it out?”
• Reinforce that making mistakes helps us learn new strategies.

Debrief (2 minutes)

• Quick whole-group share: students name one tip they used.
• Tie back to growth mindset: “Today you showed that with practice, you can get better every time.”

Session 1 Number Sense Flashcards

Instructions

• Print this sheet and cut each problem card along the grid lines.
• On one side of each card is a problem. Students use dry-erase boards to solve.
• Encourage partners to use growth-mindset language (“I can’t do this…yet!”) as they work.

Tip: After solving, students check with their partner and offer one encouraging comment (e.g., “Great job!” or “Keep trying, you’ve got this!”).

Session 2 Visual Model Mats

Instructions

Use place value blocks or counters on each section below to model addition and subtraction problems. After placing blocks, write the corresponding equation.

Addition Model Mat

1. Addend 1 (first group of blocks):

1. Addend 2 (second group of blocks):

1. Combined (sum):

1. Write the equation:
   ____ + ____ = ____

Subtraction Model Mat

1. Whole (minuend):

1. Take away (subtrahend):

1. Remaining (difference):

1. Write the equation:
   ____ - ____ = ____

Session 2 Manipulative Prompt Cards

Instructions

Print and cut each card along the lines below. Use place value blocks or counters to model each problem. After solving with your manipulatives, write the equation and answer on your dry-erase board or notebook.

After modeling with blocks:
Write the equation: ____ ± ____ = ____

Session 2 Self-Regulation Strategy Cards

Instructions

Print this page and cut along the lines to create individual strategy cards. When you feel stuck or frustrated during math, pick a card and use the strategy to help you refocus.

Pause
Stop what you’re doing. Notice how your body feels and name one feeling (e.g., “I feel stuck”).

Breathe
Take three slow, deep breaths: inhale for 4 counts, hold for 1, exhale for 4 counts.

Ask
Ask a partner, friend, or teacher for help or a hint. It’s okay to need support!

Reframe
Say to yourself: “I can’t do this…yet.” Focus on what you’ll learn next.

Take a Break
Stand up, stretch, or walk in place for 30 seconds. Then return ready to try again.

Celebrate
Name one small step you’ve done so far (e.g., “I tried a new strategy”). Great effort!

Session 3 Word Problem Strategy Guide

Use the CUBES problem-solving strategy to break apart multi-step word problems. Follow each step below to help you understand and solve problems more confidently.

The CUBES Steps

1. Circle the numbers in the problem.
2. Underline the question being asked.
3. Box key words that tell you which operations to use (e.g., total, difference, give, each).
4. Evaluate by drawing a quick picture, diagram, or making notes.
5. Solve the equation and Check your work.

Example

Problem:
“Sarah had 12 apples. She gave 5 apples to her friend and then bought 8 more. How many apples does she have now?”

1. Circle the numbers you see:
   Numbers circled: ____________________________

1. Underline the question in the sentence:
   Underline here:

1. Box the key words that tell you what to do:
   Key words boxed: ____________________________

1. Evaluate by drawing or writing notes:
   (Draw Sarah’s apples before, during, and after)

1. Solve and check your work:
   Equation: ________ – ______ + ______ = ________
   Answer: ________ apples

When you practice with your word-problem cards, use this guide to help you stay organized. Circle, Underline, Box, Evaluate, and Solve every time to build confidence with multi-step questions!

Session 3 Multi-Step Word Problem Cards

Instructions

Print and cut each card along the lines below. Use the CUBES strategy guide (Session 3 Word Problem Strategy Guide) to break down each problem. Write your steps and answers on your dry-erase board or in your notebook.

| Card 1
Alex had 15 marbles. She won 8 more, then gave 6 to her friend. How many marbles does she have now?






| Card 2
A school has 120 students. 35 went on a field trip, and then 12 new students joined. How many students are at school now?






|
|-------------|-------------|
| Card 3
Emily baked 24 cookies. She ate 5 and then shared the rest equally among 3 friends. How many cookies did each friend get?






| Card 4
A bookstore sold 45 books in the morning and 30 in the afternoon. They then received 20 new books. How many books do they have now?






|
| Card 5
Ben had 50 stickers and gave 18 to his classmates. Later, he bought 25 more. How many stickers does he have altogether?






| Card 6
A gardener planted 30 flowers. Fourteen wilted, but she added 20 new ones. How many flowers are blooming now?






|

After solving each problem, check your work using CUBES: Circle numbers, Underline the question, Box key words, Evaluate with a drawing or notes, Solve and Check.

Session 4 Mixed Practice Game Cards

Instructions

Print and cut each card along the lines below. Use these for the mixed-practice review game: partners draw a card, read the prompt aloud, solve on your dry-erase board, and check each other’s work. Use growth-mindset language (“I can’t do this…yet”) and “Pause, Breathe, Ask” if you get stuck.

Session 4 Goal-Setting Worksheet

Instructions

Reflect on your progress from the past sessions and set a clear math goal. Complete each section below.

My Math Strengths

List two or three math skills or strategies you feel confident about.

Skills I Want to Practice

Identify two areas where you’d like to improve or get more practice.

My Growth Goal

Write one specific, measurable goal using “I will…”
I will ______________________________________________________________________

Steps I Will Take

List three actions you will do to reach your goal (for example, practicing facts, using a new strategy, asking for help).

Reflection Check-In

After one week of working on your goal, write one sentence or draw a quick sketch about how it’s going.