Eight Mathematical Practice Loma Portal Elementary School

Bonisiwe Shabane
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eight mathematical practice loma portal elementary school

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill... Figure 1. Common Core Standards for Mathematical Practices

Check out this list for a specific description of each. Click on a standard, then read the "Classroom Observations" section to get a better understanding of each standard. You can also watch the videos to get further information. Here's another website with great resources. But my favorite website for the Eight MPs? It's this website called ThinkMath.com.

I find their explanations very easy to understand. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill... 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.

Younger 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, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify... Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a... Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly... 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, and—if there is a flaw in an argument—explain what it... Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions.

Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students 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. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community.

By 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. Free.

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'�%�� �wQrD�(yb^�Q/J���D�KȒ�DEL��DClL��DGԜB��L�Lb$��+'�΋�DE|�Mى��;;��DG��J�=G$���h<�9YH���"2ρՉ��=�)q;���=+�{��N�D�y7��@��� Q~�fD��ir��z��.��ͺ:�]���f�����Vg����j��n�7Xy��6��͢�V�,��y���om��ܞ,nK�ͷۛ���.#�Y_�Tuu�~"�jo���r}� b�z�v��z ��C��r�W��u r}~�f�N7ͷ� T� |����+�������@F˿�����n��,�_�]6���t��~� <�z�7ڨ�}}EJ1�U�],WY^-.�,�hn}�Z�+��J9�Ÿգ�8���{�I�L��}%��#G�WX���&���lBT>^�)lފ�L����OGG&�B:l����������E �G 1� Y�� a �2�kp���J9s �kw;�?�r#o��4s������ �ӯ�R/���S��Lo=c���``4���w���`�� G6= A���4ư�ޏ1ty� �+Ìa_̔�a�b����=�KJ?�+����.Oу|����;��RG@���rB�� ��ܤ��hÕ��vV�y�n ڎ����!�'"� �����C���A��mn�r'���&Ɲ�۟��PP�O��#?莘�㥺a���;Ğ��;/�$o~�%+nO��g_���{7����m��������P� |��uW���}�� �(1����L�v�����!���V�d|�0�P-s��QH��y"�8�����Ӷ� ؚ� �aj�a������Z>��H��{ �������(�G=�Fr���.�ח��~�_wD���5L�.����c�� ���b^���윆�7{�POW�.� ���cr�˺\�S���鵊\��[1��r�æ�镌nTr��� �,�e�z:SSr$�;x!1��=Î1�s1F�BK+l�=��lzR��wBV����ޜ��������iQ��|��.��xS��Yn�B�asUW����N/�<Ǘ>W���<)�/�ITo��{rB��^��_�u#܏2W_�_7MM�I}4/T� ���vo�v�����P�Ҿ��y����q�����:�F�s}�i��d��4s�#X5��2�@qЇ:�wm��ܺ7|��=�����K��/f"��K,Ne�!��'�%�ꀣ�{���%�V��*n��xٱړ��EO�]L���~��݁�O/��mwB9D�9���Zߧ��k2�W������d����b��-g���L��@��<����Z�b��z�|�D�G�γ%+��� ����.ڎ�-K>Ϣ����„H�njrL?Zew�i����IM��<�}�h�ޕD���2����1���[�X�X�J�?r����B�#�;T+Ӓ�Dr�HX�6,�/a��t� ���eG��������Z���')���[��/��6m�޽R�]|����ro��W���s� endstream...

��Z�i��E?���-D� �R���G�a]�$6����Yߐ�!g� J+g�� ����xfe|P�ie-�i��O��wN���I���^y�� �C�s���� �� 2�U��#�"xY3�ɩ��He ~��a�1(c ,Pa�� 0Zv^�H��D��ʰ.�2d f�f�0����9h��L f��`"@s4L@sL�Y��a5&k( М=�xe51@d� QY�%��@�x�?�E8ֱg�U�#��?��@0�H�z6�e[o��^x�� 4���< �F.q��z��đKМ2��3CMМSkhf����Kc)��'*��KV�k�� ���J9�{_�eG0K�����{a��b��u�ÉD$�kؽā�p6i�Y����?A� "*b<��*ؽd0�yA�l�N���z�t�HL@i�� J9_�@sd��,q�r2a� �` ͉y�����lf`��Z�ahd��׃�d�V� ~Vi�e��Jy!N���rrd��M��#�߼i%u+��K�X���� ����kD ���^�9Y���UϞ�O|�B*����֤ lҙ&Cg���d<ܤ�L&1�v��ޤmL��L�:8.��/��ɬ�����j��+� �V�������x����G��x~z�"�ukz��PjA��M6��@��;ۓ�7�]�+��u1-���E�(�I��{�����oy[��n�%h?M'�iur]Ϊ~e]��&]JG�� Ũ�5*I��� ��9rr(���C���u�K{h%]�R�Y>lE�[G�nV����EmgV(��f��D�Z]�i����ꢞ��q=}WO��'� 8���5�S�XS5�����{�a?�a����Eq�w�q��p�.T6 ����Sg��A�=����v�2��@�d�P���:ל?Iڻ�J�'�=;HX)ƛ@~��]����^��kfO�.����c��_j{����6��l2�&MoR"���Ϲg��_mUN��]���i�dO��t땚�V�٪V�Op�̦ٗ�G�V�6$_|�s��u���#X �M��y������k�B�� K�<�0��ƥ���]Y���T�}0�}0�~.�{qI~�`��j�>p��l�U�7��\�A�_i�����n�����@�[������6X�b��L��a\����hQ\���w.Rh�1K�|�I�|S�-����R'�R#i�y�|��@��H�u�� #� څ�J�����l��i�... 1=��� ��K� endstream endobj 35 0 obj <>stream h�l��j�@�_en�C뮉$��HRh����ݑl�nG�oߵ��CO���|��f�A�~��\=G7�7�� -�0N���i�1��;st�Q����(��Ou�L(� E�S�t�S��i�N����Z��BMn�7(P�oĠ5������� ͟�������_c��N�����!������|TqR�� �kٿ�m�n���|��P�椣(���,�x�+�J ���b4�j��b�2>�|�e endstream endobj 36 0 obj <>/Filter/FlateDecode/ID[<9E1B2C1F4E7FF64FBECCC0812467F40F>]/Info 431 0 R/Length 181/Root 433 0 R/Size 432/Type/XRef/W[1 3 1]>>stream h�bb&FF�� L �f ���d�y... Washington state formally adopted the Mathematics and English Language Arts K–12 Learning Standards. These standards describe what students should know and be able to do at each grade level. Assessments for these standards began in the 2014–15 school year. The Standards for Mathematical Practice describe the mathematical “habits of mind” that mathematics educators at all levels should seek to develop in their students.

Hey everyone! Welcome to Loma Portal's math resources for teachers. The best way to use this page is to look at the tabs to your left. This page contains general information and some really cool links. If you have any questions, or want to suggest a resource to add, feel free to contact Amy Kinseth at [email protected]. I also created a Facebook page so we can dialogue.

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The Standards For Mathematical Practice Describe Varieties Of Expertise That

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and ...

Check Out This List For A Specific Description Of Each.

Check out this list for a specific description of each. Click on a standard, then read the "Classroom Observations" section to get a better understanding of each standard. You can also watch the videos to get further information. Here's another website with great resources. But my favorite website for the Eight MPs? It's this website called ThinkMath.com.

I Find Their Explanations Very Easy To Understand. The Standards

I find their explanations very easy to understand. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reaso...

They Analyze Givens, Constraints, Relationships, And Goals. They Make Conjectures

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 c...

Younger Students Might Rely On Using Concrete Objects Or Pictures

Younger 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, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify... Mathematically proficient students make sense of...