Standards of Mathematical Practice

Session Outcomes
Know what it means to be mathematically
proficient in the Standards for
Mathematical Practice

Examine and develop an in-depth

understanding of the GSE for Mathematical
Practice

Explore and practice strategies for

implementing the GSE for Mathematical
Practice as a vehicle to develop GSE
content standards
 Sample Math Tasks

As you read through the sample task unit,

consider the following questions with a partner:

Which of the Standards for Mathematical

Practice do you see being utilized in these
tasks?
 Standards for Mathematical Practice

What they are... What they are not...

Habits of mind Content Standards

Processes Products
Connected to content Taught in isolation
Something proficient teachers already Something new
do
 Standard 1
Make sense of problems and persevere in solving them

Students should be able to understand the problem, find a way to

approach it, and work until they find a solution.

Are students... Are teachers...

Estimating to predict a solution Providing rigorous tasks
Using a variety of representations Allowing wait time for a productive struggle
Explaining their answers Discussing strategies for problem solving
Checking their answers for reasonableness Asking students guiding questions
Continuing to work even when it gets hard Encouraging students not to give up
Strategy: Focus
on the Question
Step 1: Post a set of data in the classroom on
Monday. Keep posted for the week.
The school store keeps a tally of the sales each week. The
items that were sold last week are recorded below:
School Store Sales
Pencils 11
Pens 15
Erasers 26
Notebooks 24
Folders 19
Three-Ring Binders ?
Sketchbooks ?

Math in Practice Teaching Second Grade

Step 2: Each day, pose a different problem in
which students use some or all of the data.
Monday How many pens and pencils were sold at the school store last
week? Tell how you would solve it.
Tuesday How many more notebooks than folders were sold? Tell how you
would solve it.
Wednesday How many fewer pens than notebooks were sold? Tell how you
would solve it.
Thursday There were 4 more notebooks sold than sketchbooks. How many
sketchbooks were sold last week? Tell how you would solve it.
Friday There were 32 three-ring binders and erasers sold in all. How
many three-ring binders were sold? Tell how you would solve it.

Math in Practice Teaching Second-Grade Math

 Standard 2
Reason abstractly and quantitatively
Students should be able to break problems apart and show it using symbols, pictures, or in any way
other than the standard algorithm. Students should also be able solve the problem using an equation.

Are students... Are teachers...

Able to decontextualize a problem
Able to contextualize a problem
Use math to represent real world
situations
Making sense of quantities and using
numbers to solve problems
Applying math concepts they have
learned
Having students draw representations
of the problem
Using manipulatives to teach
Have students show thinking with and
without equations
Asking students guiding questions
Have students decide how to organize
data
Strategy: Headline Stories
37 x 58
 Standard 3
Construct viable arguments and critique the reasoning of others

Students should be able to talk about the math using mathematical vocabulary to
defend their answer or oppose the work of others.

Are students... Are teachers...

Making oral and written arguments to
support their ideas
Analyzing their solutions
Using pictures, objects and words to
justify their thinking
Listening to arguments of others and
asking clarifying questions
Making sense of the arguments of other
students
Requiring that students use
mathematical language
Posting math vocabulary in the
classroom
Using "talk moves" to facilitate
discussion.
Creating a time for student discourse
Creating a safe environment for students
to share
 Standard 4
Model with Mathematics
Students should be able solve real world problems using math

Are students... Are teachers...

Applying math to solve everyday
problems
Using multiple representations
Using pictures, objects, symbols,
equations and words to explain math
Using relevant, real-world scenarios
Answering "when will this ever come
up"
Making interdisciplinary connections

Changing models as needed Having students create their own real

throughout the process world scenarios
 Standard 5
Use appropriate tools strategically
Students should be able to select and use the correct math tool to solve math
problems

Are students... Are teachers...

Estimating before
selecting a tool
Considering all available
tools(including technology)
Aware of available tools
Allowing students to
determine what tool to use
Leaving math tools
accessible in the
classroom
Creating hands-on
opportunities
My Math Virtual Manipulatives
 Standard 6
Attend to precision
Students should be exact and precise when solving math problems

Are students... Are teachers...

Using labels and units
Using mathematical vocabulary
Deciding when to estimate and when
to give exact solutions
Checking their answers for
reasonableness
Calculating accurately
Requiring students to give detailed
explanations
Pushing students to use precise math
vocabulary
Asking students to be specific and
precise as possible when they don't
understand
Focusing on clarity and accuracy
 Standard 7
Look for and make use of structure
Students should be able to find patterns that can help them solve other
problems

Are students... Are teachers...

Able to identify a pattern or
structure
Able to use patterns to make math
rules
Using properties to solve problems
Helping students identify multiple
strategies
Breaking apart numbers and problems
Teaching students to look for and
identify patterns
 Standard 8
Look for and express regularity in repeated reasoning
Students should be able to generalize and use reasoning to apply problems to
other situations

Are students... Are teachers...

Noticing repeated calculations and Showing students how the problem
finding shortcuts works
Able to generalize about operations Asking students to generalize to
and understanding the basic solve similar problems
computation
Able to use mental math strategies Giving students opportunities to
to apply patterns apply math reasoning to other
situations
HmmmSMP 7 and
SMP 8 sound a lot
alike
Mathematical Practice 7 Mathematical Practice 8
When students look for and math use of When students look for and express
structure, they regularity in repeated reasoning, they
Begin with facts; using other facts, the Begin by exploring and recognizing
logic leads to factual conclusions as in a patterns.
geometric or algebraic proof
Use a system of patterns and Use identified patterns to make
mathematical properties conjecture
Identify and use structure to make sense Think the generalized statement is
of the mathematics correct but not have established the
validity through a proof
Think deductively Think inductively
Solve problems such as Solve problems such as
3+5+7+5= Given: 3,6,9,12
What is the tenth term?
Engage in the Mathematical Practices, Norris & Schuhl (2016)
 Sample Math Tasks

Grade Level SMPs

K 2,3,4,7,8
1 1, 2, 3, 4, 5
2 1,2,4,5,7
3 2,3,4,6
4 1,2,3,4
5 2, 6, 7