1. M ATHEMATICAL P RACTICES For the Common Core

2. C ONNECTING THE S TANDARDS FOR M ATHEMATICAL P RACTICE TO THE S TANDARDS FOR M ATHEMATICAL C ONTENT The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.

3. C ONNECTING THE S TANDARDS FOR M ATHEMATICAL P RACTICE TO THE S TANDARDS FOR M ATHEMATICAL C ONTENT Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.

4. C ONNECTING THE S TANDARDS FOR M ATHEMATICAL P RACTICE TO THE S TANDARDS FOR M ATHEMATICAL C ONTENT The Standards for Mathematical Content are a balanced combination of procedure and understanding.

5. C ONNECTING THE S TANDARDS FOR M ATHEMATICAL P RACTICE TO THE S TANDARDS FOR M ATHEMATICAL C ONTENT Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily.

6. C ONNECTING THE S TANDARDS FOR M ATHEMATICAL P RACTICE TO THE S TANDARDS FOR M ATHEMATICAL C ONTENT Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut.

7. C ONNECTING THE S TANDARDS FOR M ATHEMATICAL P RACTICE TO THE S TANDARDS FOR M ATHEMATICAL C ONTENT In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.

8. 8 M ATHEMATICAL P RACTICES 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

9. M AKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM Make meaning of a problem and look for entry points to its solution Analyze givens, constraints, relationships, and goals Make conjectures about the meaning of the solution Develop a plan Monitor and evaluate progress and change course if necessary Check answers to problems and determine if the answer makes sense

10. R EASON ABSTRACTLY AND QUANTITATIVELY Make sense of quantities and their relationships Represent symbolically (ie: Equations, expressions) Manipulate equations (attends to the meaning of the quantities, not just computes them) Understands and uses different properties and operations

11. C ONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS Understand and use definitions in previously established results when justifying results Attempts to prove or disprove conjectures through examples and counterexamples Communicates and defends their mathematical reasoning using objects, drawings, diagrams, actions, verbal and written communication

12. M ODEL WITH MATHEMATICS Solve math problems arising in everyday life Apply assumptions and approximations to simplify complicated tasks Use tools such as diagrams, two- way tables, graphs, flowcharts and formulas to simplify tasks Analyze relationships mathematically to draw conclusions Interpret results to determine whether they make sense

13. U SE APPROPRIATE TOOLS STRATEGICALLY Decide which tools will be most helpful (ie: ruler, calculator, protractor) Detect possible errors by strategically using estimation and other mathematical knowledge Make models that enable visualization of the results and compare predictions with data Use technological tools to explore and deepen understanding of concepts

14. A TTEND TO PRECISION Communicate precisely to others Use clear definitions in discussion with others State the meaning of the symbols consistently and appropriately Calculate accurately and efficiently Accurately label axes and measures in a problem

15. L OOK FOR AND MAKE USE OF STRUCTURE Look closely to determine a pattern or structure Step back for an overview and shift perspective See complicated things a being composed of single objects or several smaller objects

16. L OOK FOR AND EXPRESS REGULARITY IN REPEATED REASONING Identify calculations that repeat Look both for general methods and for shortcuts Maintain oversight of the process, while attending to the details Continually evaluate the reasonableness of results