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Mathematical Practice. 5 th Grade July 23, 2012. Let’s Start With a Problem…. Cindy had a party. She invited two guests. Her guests each invited four guests, and then those guests each invited three guests. How many people were at Cindy’s party?

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mathematical practice

Mathematical Practice

5th Grade

July 23, 2012

let s start with a problem
Let’s Start With a Problem….

Cindy had a party. She invited two guests. Her guests each invited four guests, and then those guests each invited three guests.

  • How many people were at Cindy’s party?
  • Explain how you determined your solution.
  • How are you going to solve this problem?
  • What tools or strategies will you need in order to be successful?

Be ready to share your thoughts and reasoning!

1 make sense of problems and persevere in solving them
1. Make sense of problems and persevere in solving them
  • 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.
2 reason abstractly and quantitatively
2. Reason abstractly and quantitatively
  • Mathematically proficient students make sense of quantities and their relationships in problem situations...
  • Quantitative reasoning entails... attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
3 construct viable arguments critique reasoning of others
3. Construct viable arguments & critique reasoning of others
  • They justify their conclusions, communicate them to others, and respond to the arguments of others.
  • Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later.
  • Students at all grades can listen or read the arguments of others, decide whether they make sense, and improve the arguments.
4 model with mathematics
4. 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.
  • They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense.
5 use appropriate tools strategically
5. Use appropriate tools strategically
  • Mathematically proficient students consider the available tools when solving a mathematical problem.
  • These tools might include pencil and paper, concrete models.
  • Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful.
6 attend to precision
6. Attend to precision
  • Mathematically proficient students try to communicate precisely to others.
  • They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately.
  • In the elementary grades, students give carefully formulated explanations to each other.
7 look for and make use of structure
7. Look for and make use of structure
  • Mathematically proficient students look closely to discern a pattern or structure.
  • Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have.
  • Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property.
8 look for and express regularity in repeated reasoning
8. Look for and express regularity in repeated reasoning
  • Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts.
  • Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal.
think pair and share
Think, Pair, and share
  • Use a sticky note and write one new idea (strategy) about solving mathematical problems you have learned today.
  • Share with a partner in your area.
  • Use another sticky note to write one concern or concern you have about solving mathematical problems.
now try this
Now try this……

Mia, Jake, Carol, Barbara, Ford and Jeff are all going to a costume party. Figure out which person is wearing what costume and when they arrived at the party.

• The person that arrived fourth was wearing bathing suit.

• Barbara was the last to arrive.

• Jake and Mia arrived and stayed together.

• The first person was dressed as a French Maid.

• Superman arrived right before Barbara.

• The Potato Heads were always together at the party.

• Ford was a Surfer Dude.

• The French Maid was not Carol.

• The Vampire arrived after Superman.