1. Standards for Mathematical Practice Creating Student Friendly Language

2. Structure of Standards Standards for Mathematical Practice A set of 8 standards that describe the ways in which the mathematical content standards should be approached. Standards for Mathematical Content These standards define what students should understand and be able to do in their study of mathematics. 2

3. Standards for Mathematical Practice Proficient Math Students… 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. 3

4. 4 CCSS for Mathematical Practice *Example of Student-friendly Language Make sense and persevere in solving problems. I can try many times to understand and solve a math problem. Reason abstractly and quantitatively. I can think about the math problem in my head, first. Construct viable arguments and critique the reasoning of others. I can make a plan, called a strategy, to solve the problems and discuss other students’ strategies too. Model with mathematics. I can use math symbols and numbers to solve the problem. Use appropriate tools strategically. I can use math tools, pictures, drawings, and objects to solve problems. Attend to precision. I can check to see if my strategy and calculations are correct. Look for and make use of structure. I can use what I already know about math to solve the problem. Look for and express regularity in repeated reasoning. I can use a strategy that I used to solve another math problem. https://www.teachingchannel.org/videos/math-practice-standard-perseverance?fd=1 *NCTM’s Teaching Children Mathematics, March 2012 issue

5. Mathematical Practice_______________________ Why is this practice important? What does this look like and/or sound like when students are doing it? What could a teacher do within a lesson to encourage this practice? How would you assess proficiency of this practice? 5

6. UNPACKING THE STANDARDS 6

7. 7 Blank unpacking form Put in info from one done and have it come in piece by piece Standard What students need to know (nouns) What students are able to do (verbs) Students will be able to Student friendly language (Teaching Point) MACC.5. NBT.2.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division, illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

8. 8 Standard What students need to know (nouns) MACC.5. NBT.2.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between mult. and div, illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Whole- number quotients Four-digit dividends Two-digit divisors Strategies Place value Properties of operations Multiplicati on Division Equations Rectangular Arrays Area Models

9. 9 Standard What students need to know (nouns) What students are able to do (verbs) MACC.5. NBT.2.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between mult and div, illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Whole- number quotients Four-digit dividends Two-digit divisors Strategies Place value Properties of operations Multiplicati on Division Equations Rectangular Arrays Area Models Find Use Illustrate Explain

10. 10 Blank unpacking form Put in info from one done and have it come in piece by piece Standard What students need to know (nouns) What students are able to do (verbs) Students will be able to MACC.5. NBT.2.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between mult and div, illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Whole- number quotients Four-digit dividends Two-digit divisors Strategies Place value Properties of operations Multiplicati on Division Equations Rectangular Arrays Area Models Find Use Illustrate Explain Use various strategies to divide Interpret remainders Explain the strategy used

11. 11 Blank unpacking form Put in info from one done and have it come in piece by piece Standard What students need to know (nouns) What students are able to do (verbs) Students will be able to Student friendly language (Teaching Point) MACC.5. NBT.2.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between mult and div, illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Whole- number quotients Four-digit dividends Two-digit divisors Strategies Place value Properties of operations Multiplicati on Division Equations Rectangular Arrays Area Models Find Use Illustrate Explain Use various strategies to divide Interpret remainders Explain the strategy used I can solve division problems using different strategies I can explain my strategy