Table of Contents
- Content Home
Welcome
Module Overview- Pre-Assessment
- Unit 1: Teaching and Learning the Standards for Mathematical Practice
- Unit 2: Overarching Habits of Mind: MP1 and MP6
- Unit 3: Reasoning and Explaining (MP2 and MP3)
- 3.0 Unpacking MP2 and MP3
- 3.1 Beginning to Reason: Definitions and Conjectures
- 3.2 Explaining and Justifying
- Taxonomy of Questions in Mathematical Discourse
- 3.3 Identifying Flaws in Reasoning
- 3.4 Making Arguments More Viable
- 3.5 Summary
- Unit 4: Modeling and Using Tools (MP4 and MP5)
- 4.0 Unpacking MP4 and MP5
- 4.1 Introduction to Modeling with Mathematics (MP4)
- 4.1.1 Examples of Modeling with Mathematics
- 4.1.2 Summary and Reflection
- 4.2 Modeling with Mathematics at Different Grade Level Spans
- 4.3 Introduction to Using Appropriate Tools Strategically (MP5)
- 4.4 Use of Tools at Different Grade Level Spans
- 4.5 Summary and Reflection
- Unit 5: Seeing Structure and Generalizing (MP7 and MP8)
- Unit 6: Summary and Next Steps
- Post-Assessment
Certificate of Completion- Glossary
Resources- Acknowledgements
Module Evaluation
Unit 4: Modeling and Using Tools (MP4 and MP5)
4.1.2 Summary and Reflection
Modeling is mathematizing a situation, or making use of a model by interpreting it in relation to the context. Modeling is important because it links mathematics to everyday life. Modeling with mathematics exists along a continuum; from problems that are directly translatable from a context, to problems that have no predetermined solutions and require students to make assumptions, develop solution strategies, present results, and possibly revise their strategies.
In your Metacognitive Journal, reflect on how the pool-tiling task allowed students to analyze relationships mathematically in order to draw conclusions.
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Share the pool-tiling task with a colleague at your grade level and work together on the problem. Try the task in your classrooms and discuss the similarities and differences of your experiences, and how each of you adapted the problem to meet the needs of your students.
Mathematics: Kindergarten through Grade Twelve (K–12) Standards for Mathematical Practice. Brought to you by the California Department of Education, the Regents of the University of California, and the California Mathematics Project.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
