Mathematical

Mathematical
Mathematics Practice 1
Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They
make conjectures about the form and meaning of the solution and plan a solution pathway rather than
simply jumping into a solution attempt. They consider analogous problems, and try special cases and
simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate
their progress and change course if necessary. Older students might, depending on the context of the
problem, transform algebraic expressions or change the viewing window on their graphing calculator to
get the information they need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and
relationships, graph data, and search for regularity or trends. ounger students might rely on using
concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient
students check their answers to problems using a different method, and they continually ask themselves,
!"oes this make sense#$ They can understand the approaches of others to solving complex problems and
identify correspondences between different approaches.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
%rovides time and facilitates
discussion in problem solutions.
&acilitates discourse in the
classroom so that students
'(")*+T,(" the approaches of
others.
%rovides opportunities for students
to explain themselves, the meaning
of a problem, etc.
%rovides opportunities for students
to connect concepts to !their$
world.
%rovides students T-M) to think and
become !patient$ problem solvers.
&acilitates and encourages students
to check their answers using
different methods .not calculators/.
%rovides problems that focus on
relationships and are
!generalizable$.
Students:
,re actively engaged in solving
problems 0 thinking is visible .i.e.,
"O-(1 M,T2)M,T-3+ vs.
&O44O5-(1 +T)%+ O*
%*O3)"'*)+/.
,re analyzing givens, constraints,
relationships, and goals .(OT the
teacher/.
,re discussing with one another,
making conjectures, planning a
solution pathway, not jumping into a
solution attempt or guessing at the
direction to take.
*elate current !situation$ to concept
or skill previously learned and check
answers using different methods.
3ontinually ask self, does this make
sense#
Mathematical
Mathematics Practice 1
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
'o( (ould )ou describe the problem in )our o(n
(ords* 'o( (ould )ou describe (hat )ou are
tr)ing to find*
+hat do )ou notice about...*
+hat information is given in the problem*
"escribe the relationship bet(een the ,uantities.
"escribe (hat )ou have alread) tried.
+hat might )ou change*
Talk me through the steps )ou-ve used to this
point.
+hat steps in the process are )ou most confident
about* +hat are some other strategies )ou might
tr)*
+hat are some other problems that are similar to
this one*
'o( might )ou use one of )our previous
problems to help )ou begin*
'o( else might )ou organi.e...represent...
sho(...*
TAS/ %0AMP1%S: &pen2ended problem (ith no solution path(a)
evident. #on2routine problems (ith multiple solutions
Mathematical
Mathematics Practice 3
Reason abstractl) and ,uantitativel).
Mathematically proficient students make sense of quantities and their relationships in
problem situations. They bring two complementary abilities to bear on problems involving
quantitative relationships6 the ability to decontextualize7to abstract a given situation and
represent it symbolically and manipulate the representing symbols as if they have a life of
their own, without necessarily attending to their referents7and the ability to
contextualize, to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. 8uantitative reasoning entails habits of creating a
coherent representation of the problem at hand9 considering the units involved9 attending
to the meaning of quantities, not just how to compute them9 and knowing and flexibly
using different properties of operations and objects.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
%rovides a range of representations
of math problem situations and
encourages various solutions.
%rovides opportunities for students
to make sense of quantities and
their relationships in problem
situations.
%rovides problems that require
flexible use of properties of
operations and objects.
)mphasizes quantitative reasoning
which entails habits of creating a
coherent representation of the
problem at hand9 considering the
units involved9 attending to the
meaning of quantities, not 4ust ho(
to compute them and/or rules9 and
knowing and flexibly using different
properties of operations and
objects.
Students:
'se varied representations and
approaches when solving problems.
Make sense of quantities and their
relationships in problem situations.
,re decontextualizing .abstract a
given situation and represent it
symbolically and manipulate the
representing symbols/, and
contextualizing .pause as needed
during the manipulation process in
order to probe into the referents for
the symbols involved.
'se quantitative reasoning that
entails creating a coherent
representation of the problem at
hand, considering the units involved,
and attending to the meaning of
quantities, (OT just how to compute
them.
Mathematical
Mathematics Practice 3
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5hat do the numbers used in the problem
represent#
5hat is the relationship of the quantities#
2ow is related to #
5hat is the relationship between and #
5hat does mean to you# .e.g. symbol, quantity,
diagram/
5hat properties might we use to find a solution#
2ow did you decide in this task that you needed to
use...#
3ould we have used another operation or property
to solve this task# 5hy or why not#
TAS/ %0AMP1%S: Provide a conte5t or situation for students that
allo(s them to 6abstract7 the situation and represent it
s)mbolicall) and manipulate the representing s)mbols as if the)
have a life of their o(n8 (ithout necessaril) attending to their
referents.
Tasks that allo( for pausing during the manipulation process in
order to probe into the referents for the s)mbols involved.
Mathematical
Mathematics Practice 9
:onstruct viable arguments and criti,ue the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them
into cases, and can recognize and use counterexamples. They justify their conclusions, communicate
them to others, and respond to the arguments of others. They reason inductively about data, making
plausible arguments that take into account the context from which the data arose. Mathematically
proficient students are also able to compare the effectiveness of two plausible arguments, distinguish
correct logic or reasoning from that which is flawed, and7if there is a flaw in an argument7explain what
it is. )lementary students can construct arguments using concrete referents such as objects, drawings,
diagrams, and actions. +uch arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. 4ater, students learn to determine domains to which an
argument applies. +tudents at all grades can listen or read the arguments of others, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher6
%rovides A11 students opportunities
to understand and use stated
assumptions, definitions, and
previously established results in
constructing arguments.
%rovides ample time for students to
make conjectures and build a logical
progression of statements to explore
the truth of their conjectures.
%rovides opportunities for students to
construct arguments and critique
arguments of peers.
&acilitates and guides students in
recognizing and using
counterexamples.
)ncourages and facilitates students
justifying their conclusions,
communicating, and responding to
the arguments of others.
,sks useful questions to clarify and:or
improve students; arguments.
Students:
Make conjectures and explore the
truth of their conjectures.
*ecognize and use counterexamples.
<ustify and defend ,44 conclusions
and communicates them to others.
*ecognize and explain flaws in
arguments. .,fter listening or
reading arguments of others, they
respond by deciding whether or not
they make sense. They ask useful
questions to improve arguments./
)lementary +tudents6 construct
arguments using concrete referents
such as objects, drawings, diagrams,
actions. 4ater, students learn to
determine the domains to which an
argument applies.
Mathematical
Mathematics Practice 9
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5hat mathematical evidence would support your
solution# 2ow can we be sure that...# : 2ow could
you prove that...# 5ill it still work if...#
5hat were you considering when...#
2ow did you decide to try that strategy#
2ow did you test whether your approach worked#
2ow did you decide what the problem was asking
you to find# .5hat was unknown#/
"id you try a method that did not work# 5hy
didn;t it work# 5ould it ever work# 5hy or why
not#
5hat is the same and what is different about...#
2ow could you demonstrate a counter=example#
TAS/ %0AMP1%S: Tasks that allo( students to anal).e situations b)
breaking them into cases and then 4ustif)8 defend/refute and
communicate e5amples and countere5amples8 etc. etc.
Mathematical
Mathematics Practice ;
Model (ith mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace. -n early grades, this might be as simple as
writing an addition equation to describe a situation. -n middle grades, a student might apply
proportional reasoning to plan a school event or analyze a problem in the community. >y high
school, a student might use geometry to solve a design problem or use a function to describe
how one quantity of interest depends on another. Mathematically proficient students who can
apply what they know are comfortable making assumptions and approximations to simplify a
complicated situation, realizing that these may need revision later. They are able to identify
important quantities in a practical situation and map their relationships using such tools as
diagrams, two=way tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results in the
context of the situation and reflect on whether the results make sense, possibly improving the
model if it has not served its purpose.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
%rovides problem
situations that apply to
everyday life.
%rovides rich tasks that
focus on conceptual
understanding,
relationships, etc.
Students:
,pply the mathematics
they know to everyday life,
society, and the
workplace.
5rite equations to
describe situations.
,re comfortable in making
assumptions and
approximations to simplify
complicated situations.
,nalyze relationships to
draw conclusions.
-mprove their model if it
has not served its purpose.
Mathematical
Mathematics Practice ;
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5hat number model could you construct to
represent the problem#
5hat are some ways to represent the quantities#
5hat;s an equation or expression that matches the
diagram..., number line.., chart..., table..#
5here did you see one of the quantities in the task
in your equation or expression#
5ould it help to create a diagram, graph, table...#
5hat are some ways to visually represent...#
5hat formula might apply in this situation#
TAS/ %0AMP1%S: Problem solving situations such as:
%lementar): this might be as simple as (riting an addition e,uation
to describe a situation.
Middle grades: a student might appl) proportional reasoning to
plan a school event or anal).e a problem in the communit).
'igh School: a student might use geometr) to solve a design
problem or use a function to describe ho( one ,uantit) of interest
depends on another.
Mathematical
Mathematics Practice <
se appropriate tools strategicall).
Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. %roficient
students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions
about when each of these tools might be helpful, recognizing both the insight to be gained and their
limitations. &or example, mathematically proficient high school students analyze graphs of functions and
solutions generated using a graphing calculator. They detect possible errors by strategically using
estimation and other mathematical knowledge. 5hen making mathematical models, they know that
technology can enable them to visualize the results of varying assumptions, explore consequences, and
compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use
them to pose or solve problems. They are able to use technological tools to explore and deepen their
understanding of concepts. or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
%rovides a variety of tools and
technology for students to
explore to deepen their
understanding of math
concepts.
%rovides problem solving tasks
that require students to
consider a variety of tools for
solving. .Tools might include
pencil:paper, concrete
models, ruler, protractor,
calculator, spreadsheet,
computer algebra system,
statistical package, or dynamic
geometry software, etc./
Students:
3onsider available tools when
solving a mathematical
problem.
,re familiar with a variety of
mathematics tools and use
them when appropriate to
explore and deepen their
understanding of concepts.
Mathematical
Mathematics Practice <
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5hat mathematical tools could we use to visualize
and represent the situation#
5hat information do you have#
5hat do you know that is not stated in the
problem#
5hat approach are you considering trying first#
5hat estimate did you make for the solution#
-n this situation would it be helpful to use...a
graph...,
number line..., ruler..., diagram..., calculator...,
manipulative#
5hy was it helpful to use...#
5hat can using a show us, that ?may not#
-n what situations might it be more informative or
helpful to use...#
TAS/ %0AMP1%S: Students are provided tasks that re,uire a variet)
of tools to solve.
Mathematical
Mathematics Practice =
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to
use clear definitions in discussion with others and in their own reasoning. They state the
meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to
clarify the correspondence with quantities in a problem. They calculate accurately and
efficiently, express numerical answers with a degree of precision appropriate for the
problem context. -n the elementary grades, students give carefully formulated
explanations to each other. >y the time they reach high school they have learned to
examine claims and make explicit use of definitions.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
&acilitates, encourages
and expects precision
in communication.
%rovides opportunities
for students to explain
and:or write their
reasoning to others.
Students:
'se and clarify
mathematical
definitions in
discussions and in
their own reasoning
.orally and in writing/.
'se, understand and
state the meanings of
symbols.
)xpress numerical
answers with a degree
of precision.
Mathematical
Mathematics Practice =
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5hat mathematical terms apply in this situation#
2ow did you know your solution was reasonable#
)xplain how you might show that your solution
answers the problem.
-s there a more efficient strategy#
2ow are you showing the meaning of the
quantities#
5hat symbols or mathematical notations are
important in this problem#
5hat mathematical language...,definitions...,
properties can you use to explain...#
2ow could you test your solution to see if it
answers the problem#
TAS/ %0AMP1%S: Students are solving problems8 making e5plicit
use of definitions8 and carefull) formulating e5planations to other.
Mathematical
Mathematics Practice >
1ook for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. oung
students, for example, might notice that three and seven more is the same amount as
seven and three more, or they may sort a collection of shapes according to how many
sides the shapes have. 4ater, students will see @ A B equals the well remembered
@ A C D @ A E, in preparation for learning about the distributive property. -n the expression
x
F
D Gx D HI, older students can see the HI as F A @ and the G as F D @. They recognize the
significance of an existing line in a geometric figure and can use the strategy of drawing an
auxiliary line for solving problems. They also can step back for an overview and shift
perspective. They can see complicated things, such as some algebraic expressions, as
single objects or as being composed of several objects. &or example, they can see
C J E.x J y/
F
as C minus a positive number times a square and use that to realize that its
value cannot be more than C for any real numbers x and y.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
%rovides opportunities and
time for students to explore
patterns and relationships to
solve problems.
%rovides rich tasks and
facilitates pattern seeking and
understanding of relationships
in numbers rather than
following a set of steps and:or
procedures.
Students:
4ook closely to discern
patterns or structure.
,ssociate patterns with
properties of operations and
their relationships.
+tep back for an overview and
can shift perspective.
+ee complicated things, such
as algebraic expressions, as
single objects or as composed
of several objects. .ounger
children decompose and
compose numbers./
Mathematical
Mathematics Practice >
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5hat observations do you make about...#
5hat do you notice when...#
5hat parts of the problem might you
eliminate...,simplify...#
5hat patterns do you find in...#
2ow do you know if something is a pattern#
5hat ideas that we have learned before were
useful in solving this problem#
5hat are some other problems that are similar to
this one#
2ow does this relate to...#
-n what ways does this problem connect to other
mathematical concepts#
TAS/ %0AMP1%S: %lementar): task might re,uire students to notice
that three and seven more is the same amount as seven and three
more or the) ma) sort a collection of shapes according to ho(
man) sides the) shapes have. 1ater8 students (ill see >5?@the (ell
remembered >5<A>598 in preparation for the distributive propert).
'igh School: in the e5pression 5BAC5A1;8 students see the 1; as 35>
and the C as 3A>. The) recogni.e the significance of an e5isting line
in a geometric figure and can use the strateg) of dra(ing an
au5iliar) line for solving problems.
Mathematical
Mathematics Practice ?
1ook for and e5press regularit) in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for
general methods and for shortcuts. 'pper elementary students might notice when
dividing FC by HH that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. >y paying attention to the calculation of slope as
they repeatedly check whether points are on the line through .H, F/ with slope E, middle
school students might abstract the equation .y J F/:.x J H/ K E. (oticing the regularity in
the way terms cancel when expanding .x J H/.x D H/, .x J H/.x
F
D x D H/, and
.x J H/.x
E
D x
F
D x D H/ might lead them to the general formula for the sum of a geometric
series. ,s they work to solve a problem, mathematically proficient students maintain
oversight of the process, while attending to the details. They continually evaluate the
reasonableness of their intermediate results.
Teacher:
Actions/Responsibilities
Student:
Actions/Responsibilities
Teacher:
%rovides problem situations
that allow students to explore
regularity and repeated
reasoning.
%rovides rich tasks that
encourage students to use
repeated reasoning to form
generalizations and provides
opportunities for students to
communicate these
generalizations.
Students:
(otice if calculations are
repeated and look for both
general methods and
shortcuts.
%ay attention to regularity and
use to solve problems.
'se regularity and use this to
lead to a general formula and
generalizations.
Maintain oversight of the
process of solving a problem
while attending to details and
continuall) evaluates the
reasonableness of immediate
results.
Mathematical
Mathematics Practice ?
G!"!#G $%ST!&#S
$uestions to "evelop Mathematical Thinking
5ill the same strategy work in other situations#
-s this always true, sometimes true or never true#
2ow would we prove that...#
5hat do you notice about...#
5hat is happening in this situation#
5hat would happen if...#
-s there a mathematical rule for...#
5hat predictions or generalizations can this pattern
support#
5hat mathematical consistencies do you notice #
TAS/ %0AMP1%S: pper %lementar): solving problems and noticing
that (hen dividing 3< b) 11 the) are repeating the same
calculations over and over again8 and conclude the) have a
repeating decimal.
Middle School: students might abstract the e,uation D)23E/E@9 b)
pa)ing attention to the calculation of slope as the) repeatedl) check
(hether the points are on the line through D183E (ith a slope of 9.
'igh School: Tasks that allo( 'igh School students to notice
regularit) in the (a) terms cancel (hen e5panding D521ED5A1DE5BA1E
and D521ED5FA5BA5A1E (hich might lead to the general formula for
the sum of a geometric series.