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Classroom Sneak Peek - Mathematical Practice #6
The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core. I have finished Mathematical Practice # 1, Mathematical Practice # 2, Mathematical Practice #3, Mathematical Practice #4, and Mathematical Practice #5. This week the focus is on CCSS Mathematical Practice #6 - Attend to Precision. I'll address what this looks like in the classroom, what students will be doing, what teachers will be doing, and the most important, the type of questions teachers will be asking.
6. 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. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
What does this really look like? The chart below is a work in progress. I've designed this with the expertise of many classroom teachers. If you have other ideas, please don't hesitate to email me and share your expertise as well. If you are interested in using this process with your staff, read What Do The Common Core Standards Look Like in the Math Classroom or for more information on vocabulary ideas, read Math Vocabulary in the Common Core.
Mathematical Practice: Attend to Precision.
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