Current through Register Vol. 18, September 20, 2024
(1) Mathematical practice standard 1 is to
make sense of problems and persevere in solving them. Mathematically proficient
students:
(a) explain the meaning of a
problem and restate it in their words;
(b) analyze given information to develop
possible strategies for solving the problem;
(c) identify and execute appropriate
strategies to solve the problem;
(d) evaluate progress toward the solution and
make revisions if necessary; and
(e) check their answers using a different
method and continually ask "Does this make sense?".
(2) Mathematical practice standard 2 is to
reason abstractly and quantitatively. Mathematically proficient students:
(a) make sense of quantities and their
relationships in problem situations;
(b) use varied representations and approaches
when solving problems;
(c) know and
flexibly use different properties of operations and objects; and
(d) change perspectives, generate
alternatives, and consider different options.
(3) Mathematical practice standard 3 is to
construct viable arguments and critique the reasoning of others. Mathematically
proficient students:
(a) understand and use
prior learning in constructing arguments;
(b) habitually ask "why" and seek an answer
to that question;
(c) question and
problem-pose;
(d) develop
questioning strategies to generate information;
(e) seek to understand alternative approaches
suggested by others and as a result, adopt better approaches;
(f) justify their conclusions, communicate
them to others, and respond to the arguments of others; and
(g) 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 is.
(4) Mathematical practice standard
4 is to model with mathematics. Mathematically proficient students:
(a) apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace;
(b) make assumptions and approximations to
simplify a complicated situation, realizing that these may need revision
later;
(c) identify important
quantities in a practical situation and map their relationships using such
tools as diagrams, two-way tables, graphs, flowcharts, and formulas;
and
(d) analyze mathematical
relationships to draw conclusions.
(5) Mathematical practice standard 5 is to
use appropriate tools strategically. Mathematically proficient students:
(a) use tools when solving a mathematical
problem and to deepen their understanding of concepts (e.g., pencil and paper,
physical models, geometric construction and measurement devices, graph paper,
calculators, computer-based algebra, or geometry systems); and
(b) make sound decisions about when each of
these tools might be helpful, recognizing both the insight to be gained and
their limitations and detect possible errors by strategically using estimation
and other mathematical knowledge.
(6) Mathematical practice standard 6 is to
attend to precision. Mathematically proficient students:
(a) communicate their understanding of
mathematics to others;
(b) use
clear definitions and state the meaning of the symbols they choose, including
using the equal sign consistently and appropriately;
(c) specify units of measure and use label
parts of graphs and charts; and
(d)
strive for accuracy.
(7)
Mathematical practice standard 7 is to look for and make use of structure.
Mathematically proficient students:
(a) look
for, develop, generalize, and describe a pattern orally, symbolically,
graphically, and in written form; and
(b) apply and discuss properties.
(8) Mathematical practice standard
8 is to look for and express regularity in repeated reasoning. Mathematically
proficient students:
(a) look for
mathematically sound shortcuts; and
(b) use repeated applications to generalize
properties.
20-2-114,
MCA; IMP,
20-2-121,
20-3-106,
20-7-101,
MCA;
