Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and
proficiencies” with longstanding importance in mathematics education.
(CCSS, 2010)

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Problem Solving
Reasoning and Proof
Communication
Representation
Connections
Technology

NRC Adding It Up ~ Strands of
Mathematical Proficiency
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Adaptive Reasoning
Strategic Competence
Conceptual Understanding
Productive Disposition
Procedural Fluency
(Adding It Up: Helping Children Learn Mathematics, 2001)

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The Standards for
Mathematical Practice
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Task 2: Matching a Graph to a Story
A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home.
 Please match the correct story to the graph.
Write down at least 2 reasons to support your decision. Annotate different parts of your graph to explain your thinking.
B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side.
C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed.
When Tom left his friend he walked quickly back home.

A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home.
B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side.
C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed.
When Tom left his friend he walked quickly back home.

Task 3: Matching Card Sets A and B
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You are now going to continue to explore matching graphs with a story but as a table group.
Record on notebook paper your matches, something like this:
Distance-Time Graph
A
B
C
D
Story
3
1
9
4

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Table 1: Practices 2 and 3
Table 2: Practices 4 and 5
Table 3: Practices 7 and 8
Table 4: Practices 1 and 6
Table 5: pick your own 2
Table 6: pick your own 2

Focusing on Your Two
Math Practices
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What opportunities were there to engage in the practice standards for all 3 Tasks?
Distance-Time Graph
A
B
C
Story
3
1
9