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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

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Common core State Standards

Math: Math

K: Kindergarten

OA: Operations & Algebraic Thinking

A: Understand addition, and understand subtraction

1:
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

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Common core State Standards

Math: Math

K: Kindergarten

OA: Operations & Algebraic Thinking

A: Understand addition, and understand subtraction

2:
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What is the purpose of Act 1?

2. In Act 2, how do you see students approaching the problem? How are their strategies similar and different?

3. How does Ms. Alfonzo reflect on her students' learning?

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Kindergarteners in Kristin Alfonzo's class participate in a three-act task about birthday cake candles. Students begin by watching a video and wondering about the candles. They then model how to figure out how many candles there are before sharing their strategies with the class.

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Empathy (1 of 3) | Social Emotional Learning for kids

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Quick strategy to get grade school students in the mindset to learn. Great for start of school day or when students return from recess or special.