Common Core State Standards Standards for Mathematical Practice

Learning Goals To develop a basic understanding of the Standards for Mathematical Practice. To familiarize ourselves with the language used in the Standards. To discuss strategies on the Standards for Mathematical Practice.

What do we need to build a house? Building A House What do we need to build a house?

We need to know how to build a house. Building A House We need to know how to build a house.

We need to know how to design the house. Building A House We need to know how to design the house.

We need to be able to communicate with others about our ideas. Building a House We need to be able to communicate with others about our ideas.

We need to be able to represent the cost of building a new house. Building a House We need to be able to represent the cost of building a new house.

We need to know how and when to use the right tools. Building a House We need to know how and when to use the right tools.

We need to work with precision. Building a House We need to work with precision.

We need to have an organized plan for building a house.

We can use what we know to add on to the house. Building a House We can use what we know to add on to the house.

Comparison What does building a house have to do with mathematics?

Standards for Mathematical Practice Work with a partner on the assigned mathematical practice to: Summarize what the practice means. Describe what it might look like in the classroom. What is the teacher doing? What is the student doing?

Mathematical Practice #1 Make sense of problems and persevere in solving them. Focus Understanding the problem and knowing what needs to be solved. Developing a plan to solve the problem. Thinking about the process of solving the problem.

Mathematical Practice #1 Make sense of problems and persevere in solving them. Strategies Provide wait-time for processing solutions. Circulate to pose probing questions and monitor student progress. Provide opportunities and time for cooperative problem solving and reciprocal teaching.

Mathematical Practice #2 Reason abstractly and quantitatively. Focus Understanding what the numbers represent. Knowing how to represent the problem using symbols and numbers. Developing more than one solution to the problem.

Mathematical Practice #2 Reason abstraction and quantitatively. Strategies Ask students to explain their thinking regardless of accuracy. Facilitate discussion through guided questions and representations. Accept varied solutions/representations.

Mathematical Practice #3 Construct viable arguments and critique the reasoning of others. Focus Engaging in mathematical discourse. Discussing thinking process aloud. Comparing and contrasting multiple approaches to a problem.

Mathematical Practice #3 Construct viable arguments and critique the reasoning of others. Strategies Provide opportunities for students to listen to the conclusions and arguments of others. Establish and facilitate a safe environment for discussion. Ask clarifying and probing questions.

Mathematical Practice #4 Model with mathematics. Focus Applying mathematics to real world examples. Writing number sentences to describe problem situations.

Mathematical Practice #4 Model with mathematics. Strategies Pose problems connected to previous concepts. Provide a variety of real world contexts. Use intentional representations.

Mathematical Practice #5 Use appropriate tools strategically. Focus Knowing the tools that are best to use for solving different problems. Understanding why some tools are more effective than other tools.

Mathematical Practice #5 Use appropriate tools strategically. Strategies Make appropriate tools available for learning. Calculators, concrete models, digital resources, pencil/paper, compass, protractor, etc. Use tools with instruction.

Mathematical Practice #6 Attend to precision. Focus Paying close attention to the details of the problem and the steps in the solution. Checking for accuracy in calculations. Developing mathematical vocabulary.

Mathematical Practice #6 Attend to precision. Strategies Recognize and model efficient strategies for computation. Use (and challenge students to use) mathematics vocabulary precisely and consistently.

Mathematical Practice #7 Look for and make use of structure. Focus Finding patterns to help solve more complex problems.

Mathematical Practice #7 Look for and make use of structure. Strategies Ask questions about the application of patterns. Highlight different approaches for solving problems.

Mathematical Practice #8 Look for and express regularity in repeated reasoning. Focus Keeping an eye on the big picture, while focusing on the details of the problem. Develop generalizations about the mathematics used. Applying generalizations to other problems.

Mathematical Practice #8 Look for and express regularity in repeated reasoning. Strategies Provide tasks and problems with patterns. Ask about answers before and reasonableness after computations.

3rd Grade Example The number of objects described in which situation can be represented by 24 ÷ 4 ? There are 24 boxes with 4 pencils in each box. There are 24 people on a bus, and 4 people get off the bus. There are 24 marbles that need to be sorted into 4 equal groups. There are 24 books on a shelf, and 4 more books are put on the shelf.

3rd Grade Example

6th Grade Example