Quite possibly, you're already including some of the practices in your Common Core lessons. When writing an essay, they're using a similar structure throughout the writing process.Īs you construct your lesson plans, consider which of these eight mathematical practices you can include. Throughout the process of solving any problem (not just a math problem), students look for things that repeat. (8)Īll students should be continually evaluating the reasonableness of their intermediate results. Look for and express regularity in repeated reasoning. In any subject area, students could be seeking patterns and structure to give them a deeper understanding of a problem. Looking for patterns and structure in history should already be occurring. (7)Įvery world language has patterns and structure for students to observe and analyze. When dealing with data and numbers, students should be able to come up with a precise answer whenever it is required. This evidence doesn't have to be with mathematical numbers. Students tend to give vague answers, so we must work with them to be specific and back up their statements with evidence. Now is their chance to learn the best strategic use for these tools and many others. In the course of their everyday lives after graduation, students will need to decide whether they should they use a text document or spreadsheet, create a flowchart or timeline, use one of many collaborative or web 2.0 tools, or punch numbers into a calculator. Tools do not need to be math tools specifically. When students are faced with a problem, do they realize that they need to utilize a ruler, protractor, computer, or spreadsheet to solve it - without your telling them? All classes can use spreadsheets to organize information. How are math concepts represented in your subject area? Make an effort to expose your students to the ways in which your subject area models math. How does your subject area utilize math? Whether in art, music, history, economics, or science, we all have uses for math. Math is present in everyday applications. Students can also critique the reasoning of authors of texts. Doing peer evaluation allows each student to critique others and defend his or her own reasoning. Every subject should have students construct an argument. Viable arguments don't have to be about numbers. Piggybacking on the previous standard, students should defend their arguments with data that they've reviewed. Construct viable arguments and critique the reasoning of others. Every class should have students looking at this data, analyzing it, making charts, and drawing conclusions. Part of that is looking at the data on rainfall, crop irrigation needs, farmers' crop outputs, household water use, etc. Have students analyze the water crisis in California. This is done with textual evidence as well as numerical data. If teachers are posing DOK 3 and DOK 4 problems, students need to look at evidence, make sense of it, and draw conclusions.

All subject areas have data that can be analyzed. The answer to one part becomes information they'll need to answer the next part. To persevere, students should work their way through solving a multi-phase problem.

The solutions need to be more than a quick answer. The problem does not have to be a math problem - every subject has things that students can figure out. Rather than giving students step-by-step instructions where everyone's outcome is the same, pose an interesting problem or question for students to figure out the solution. (1)Īny subject area can ask students to make sense of problems.

$common core math practice$

Make sense of problems and persevere in solving them.

Common core math practice