# Standards for Mathematical Practice

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Standards for Mathematical Practice

Slide2Standards for Mathematical Practice

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Slide3Common Core Standards for Mathematical Practice

Slide4Frayer Model

Definition

Characteristics

Example

Non-Example

Slide5MP1 Make sense of problems and persevere in solving them.

Work to make sense of your problem.Make a plan.Try different approaches.productive strugglestrategy, planning, effort, not giving upHow many different plans do you have in your group? Explain them.I can do it. Sí, se puede.I think I can. I think I can.I think I can…I quit.

MP1

Definition

Characteristics

Example

Non-Example

Slide6MP1 Make sense of problems and persevere in solving them.

Productive Struggle

: “Students are more likely to retain what they learn when they expend effort solving problems that are within reach and grappling with key mathematical ideas that are comprehensible but not yet well formed.”

Carnegie Foundation for the Advancement of Teaching 2013

Slide7MP6 Attend to precision.

Communicate your mathematical thinking clearly and precisely.Be accurate when you count, measure, & calculate.accuracy, vocabulary, attention to detailvocabulary word wall, peer editing “What’s another word for that?”“How might you label the answer?” “that thing”numbers w/o labels“The number on the top of the fraction…”

MP6

Definition

Characteristics

Example

Non-Example

Slide8MP2 Reason abstractly and quantitatively.

Explain the meaning of numbers, words, pictures, symbols, tables, graphs, and concrete objects.contextualize & decontextualize,in & out of contextSingapore bar model,“What do the numbers used in the problem represent?”“This shows…”“Ours is not to reason why, just invert and multiply.”

MP2

Definition

Characteristics

Example

Non-Example

Slide9MP3 Construct viable arguments and critique the reasoning of others.

Explain both what to do and why it works.Work to make sense of others' mathematical thinking.communicate, back it up, prove itI agree with Paco, because…I see it a different way…What evidence do you seeto support…?What I hear you saying is…a silent classroom

MP3

Definition

Characteristics

Example

Non-Example

Slide10Resources to Deepen Understanding

Frayer ModelStandards for Mathematical Practice (Commentary & Elaboration for K-5)Problem Solving Tasks

Classroom Implementation Guides

Slide11Deepening Our Understanding

Questions to Consider

H

ow does the

task

elicit

that Practice

Standard?

H

ow can the practices be

used to influence

instruction

?

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Supporting Mathematical Proficiency

Through Student Talk in the Classroom

Provide time for and facilitate discussion

Encourage and facilitate students in justifying their conclusions, communicating, and responding to others

Ask questions to clarify and improve students’ arguments

Expect precision in communication (written and oral)

Provide a variety of tools and technology

Provide opportunities to look for patterns

Slide17Supporting Mathematical Proficiency

Through Problem Solving

Provide

time to think and problem

solve

Encourage students to check answers using different methods

Provide problems that require flexible use of objects and properties of

operations

Provide

situations that apply to everyday life

Focus on conceptual

understanding

Provide a variety of tools and technology

Provide opportunities to look for patterns

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## Standards for Mathematical Practice

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