BEFORE DURING AFTER. EXPLAIN the problem to myself. PERSEVERE (Stick to it!)
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- Poppy Griffith
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1 Make sense of problems and persevere in solving them. Mathematical Practice When presented with a problem, I can make a plan, carry out my plan, and check its success. BEFORE DURING AFTER EXPLAIN the problem to myself. MAKE A PLAN to solve the problem What is the question? What do I know? What do I need to find out? What tools/strategies will I use? PERSEVERE (Stick to it!) MONITOR my work ASK myself, Does this make sense? CHANGE my plan if it isn t working out CHECK Is my answer correct? How do my representations connect to my solution? EVALUATE What worked/didn t work? How was my solution similar or different from my classmates? Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Jordan School District, Grades 4-5
2 Reason abstractly and quantitatively. Mathematical Practice I can use numbers, words, and reasoning habits to help me make April, sense of problems. Ap Contextualize (Numbers to Words) x 6 = or 6 x = Decontextualize (Words to Numbers) Mary practices the piano hour a day for 6 days. How many total hours does she practice? Day Day Day Day 4 Day 5 Day 6 Mary practices the piano hour a day for 6 days. How many total hours does she practice? Hours Day Day Day Day 4 Day 5 Day 6 Hours Reasoning Habits x 6 = or 6 x = ) Make an understandable representation of the problem. ) Pay attention to the meaning of the numbers. ) Think about the units involved. 4) Use the properties of operations or objects = 6 Clip art licensed from the Clip Art Gallery on DiscoverySchool.com = Jordan School District, Grades 4-5
3 Construct viable arguments and critique the reasoning of others. Mathematical Practice I can make logical arguments and respond to the mathematical thinking of others. I can make and present arguments by using objects, drawings, diagrams and actions using examples and non-examples relating to contexts I can analyze the reasoning of others by listening asking and answering questions comparing strategies and arguments Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Jordan School District, Grades 4-5
4 Apri I can Model with mathematics. Mathematical Practice 4 I can recognize math in everyday life and use math I know to solve problems. My box turtle is getting a new tank. He is 5 /" long and " tall. One side length of the tank needs to be 5 times his length. How long will the length of the tank need to be? Use estimates to make the problem simpler. I will round 5 /" to 6". Find important numbers. Turtle: About 6" long Tank: 5 times the length of the turtle Consider my answer -- Does it make sense? I thought about the problem again and a " side length on the tank makes sense! Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Think about the relationship to find an answer. The tank (") is 5 times bigger than the turtle length (6"). Turtle Length (inches) Tank Length (inches) Use tools to show relationships. to solve everyday problems. Jordan School District, Grades 4-5
5 Use appropriate tools strategically. Mathematical Practice 5 I can use certain tools to help me explore and deepen my math understanding. I know HOW and WHEN to use math tools. Aº Cº a x b = b x a I can reason: Did the tool I used give me an answer that makes sense? Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Jordan School District, Grades 4-5
6 Attend to precision. Mathematical practice 6 I can be precise when solving problems and clear when communicating my ideas. Mathematicians communicate with others using symbol: equal (the same as) 4 inches = 4 feet units of measure math vocabulary with clear definitions symbols that have meaning context labels units of measure calculations that are accurate and efficient Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Jordan School District, Grades 4-5
7 For Example: Look for and make use of structure. Mathematical Practice 7 Numbers I know that So, Equivalent Fractions I can see and understand how numbers and spaces are organized and put together as parts and wholes. is equal to. + 4 = 4. April, For Example: Lines and Angles Symmetry Spaces Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Jordan School District, Grades A Location 7 9 April 4,
8 Look for and express regularity in repeated reasoning. Mathematical Practice I can notice when calculations are repeated. Then, I can find more general methods and short cuts. As I work I think about what I m trying to figure out while I pay attention to the details There are many ways to decompose because it is composed of repeated s. I CAN...draw a whole and shade in three!! s parts..add eighths. = + +.count by eighths. (one-eighth, two eighths, three eighths) =,, April, I evaluate if my results are reasonable..jump three! size jumps! on a number line Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Jordan School District, Grades 4-5
BEFORE DURING AFTER PERSEVERE. MONITOR my work. ASK myself, Does this make sense? CHANGE my plan if it isn t working out
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