CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
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 life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. 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 using different properties of operations and objects.
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 life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. 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 using different properties of operations and objects.
Implementing in the classroom:
The main focus of this practice is for students to understand the relationships between the problem and the mathematical representation. Students should be able to explain the parts of their solution; numbers and symbols, along with what they represent.
For example, a student with a fraction solution, should be able to explain the numbers of the fraction and what each one represents, as compared to the whole.
For example, a student with a fraction solution, should be able to explain the numbers of the fraction and what each one represents, as compared to the whole.
Classroom Connection
Click on the image above to view the lesson example.
|
Hillary Lewis-Wolfsen leads a re-engagement lesson on the proportions and ratios, helping students to recognize what a visual representation of a simplified fraction looks like. In this clip, she gives her students “think time” to jot down their ideas, then responds to a student with the correct answer by asking another student to explain her answer. Lewis-Wolfsen comments that her “students often understand more if they hear the explanation in a variety of ways, and not just from the teacher.”
|