5 NCTM 8 CCSS 5 Strands of 5 Practices for Guiding Principles for

Process Mathematical Mathematical Effective Inquiry- School Mathematics

Standards Practices Proficiency Oriented
Classrooms  
8 Mathematical 5 Essential
TEACHING & Elements of
LEARNING Mathematics
Practices Programs

Problem Solving 1. Make sense of Conceptual Understanding Anticipating what students will Teaching & Learning 1. Access & Equity
• (1) Make sense of problems and The comprehension & do--what strategies they will Engages students in meaningful Access to high-quality
problems and persevere persevere in solving connection of concepts, use--in solving a problem learning through individual and mathematics curriculum, effective
in solving them. them. operations, & relations collaborative experiences teaching & learning, high
expectations, support & resources
• (5) Model with Monitoring their work as they
2. Reason abstractly and Procedural Fluency approach the problem in class 1) Establish Mathematics
mathematics. 2. Curriculum
quantitatively. The meaningful & flexible use of Goals to Focus
Learning Develops important mathematics
Reasoning & Proof procedures to solve problems Selecting students whose along coherent learning
• (2) Reason abstractly 3. Construct viable strategies are worth discussing progressions and develops
arguments and critique Strategic Competence in class 2) Implement Tasks that connections to the real world
and quantitatively.
the reasoning of The ability to formulate, Promote Reasoning &
• (3) Construct viable Problem-Solving
arguments and critique others. represent, and solve Sequencing those students' 3. Tools & Technology
mathematical problems presentations to maximize their Integrates tools & technology to
the reasoning of others. 3) Use & Connect
4. Model with potential to increase students' help students learn and make
• (8) Look for and express Mathematical sense of mathematical ideas
regularity in repeated mathematics. Adaptive Reasoning learning
The capacity to think logically Representations
reasoning. 4. Assessment
5. Use appropriate tools and to justify one’s thinking Connecting the strategies and Provides evidence of proficiency
strategically. ideas in a way that helps 4) Facilitate Meaningful
Communications Mathematical Discourse
with mathematical content,
• (3) Construct viable Productive Disposition students understand the includes a variety of strategies and
6. Attend to precision. The tendency to see sense in mathematics learned (see also 5 Practices) data, informs feedback to students
arguments and critique
mathematics, to perceive it as & instructional decisions
the reasoning of others. 5) Pose Purposeful
7. Look for and make both useful and worthwhile, to
use of structure. believe that steady effort in Question 5. Professionalism
Connections Educators hold themselves
• (6) Attend to precision. learning mathematics pays off,
6) Build Procedural accountable for the mathematical
8. Look for and express and to see oneself as an
• (7) Look for and make Fluency from success of every student and for
regularity in repeated effective learner and doer of their collective personal &
use of structure. Conceptual
reasoning. mathematics professional growth
Understanding
Representations
• (4) Model with 7) Support Productive
mathematics. Struggle in Learning
Mathematics

8) Elicit & Use Evidence of

Student Thinking

Monica  Tienda,  mtienda69@gmail.com  

 
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Change: A Problem from Japan
In this figure as the step changes, the _________ also changes
Generate 10+ ideas