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)
- 4.2 Modeling with Mathematics at Different Grade Level Spans
- 4.2.1 Early Grades
- 4.2.2 Middle Grades
- 4.2.3 High School
- 4.2.4 Students Making Sense of a Problem
- 4.2.5 Summary
- 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)
4.2.4 Students Making Sense of a Problem
View the video below of a middle school teacher engaging her students in a problem that requires them to model with mathematics.
As you watch, consider the following:
- How did students apply the mathematics they knew to solve the problem?
- How comfortable did students appear to be in making assumptions and approximations to simplify the problem?
- How did the students interpret their results in the context of the problem?
How Many Peas Fill the Classroom 
Download Transcript
In your Metacognitive Journal, reflect on what made sense of the problem the students were solving and discuss how they made adjustments to their models.
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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.
