Mathematical Practice 4: Module 4 Mathematical Practice 4: Modeling and Using Tools

Mathematical Practice 4 This is your SECOND text area. You can change the text, but don’t delete this text box. This practice, in conjunction with Mathematical Practice 5, capture the essence of how students use mathematics and appropriate and varied tools to reason and to make sense of content. Mathematical Practice 4 Modeling and Using Tools

Mathematical Practice 4 This is your THIRD text area. You can change the text, but don’t delete this text box. Mathematical Practice 4: Defined Students engaged in “modeling with mathematics” solve real- world problems by applying known mathematics (NGA & CCSSO, 2000, p. 7). Mathematical Practice 4

Mathematical Practice 4 This is your THIRD text area. You can change the text, but don’t delete this text box. Warning! This practice is often misinterpreted as representing mathematical concepts with manipulatives only because of the word model. The ways in which students model and represent mathematics will evolve as they learn more mathematics. Mathematical Practice 4

Mathematical Practice 4 This is your THIRD text area. You can change the text, but don’t delete this text box. Two Major Benefits of Reasoning It aids students’ mathematical understanding and ability to use concepts and procedures in meaningful ways. It helps students reconstruct faded knowledge. Mathematical Practice 4

What is the teacher’s major responsibility? REPEAT FOR MORE. Copy and paste slides to add more. What is the teacher’s major responsibility? To provide your students with opportunities to explore real-world problems or situations and encourage them to represent those problems mathematically. These sorts of experiences will prepare students for expectations related to reasoning mathematically in high school (NCTM, 2009). Mathematical Practice 4

Expressions, equations Symbols, graphs Diagrams, tables Expressions, equations graphing calculators Area and volume models expressions What might students use to model mathematics?

What does this look like in the classroom? As the teacher you… Provide opportunities for students to explore and share solutions to real-world situations Create a classroom environment conducive to respectful and appropriate mathematical discourse Ask students if their answers are reasonable Facilitate classroom discourse so that students can learn from each other Make sure that students make sense of their answers according to the context of the problem

What are the students doing? In a classroom where students are modeling with mathematics, you will notice students… Check for the reasonableness of their computations Extend sense making of their solutions to determine if the solution is appropriate to the given context

For more information… Your Second Text Goes Here. Don’t Delete this Box. Please return to Module 4 and complete the collaborate and reflect activity. For more information… Visit: http://ccssmpd.weebly.com/