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)
- 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 2: Overarching Habits of Mind (MP1 and MP6)
2.3.1 Focusing on Mathematical Statements
Read the statements below about rectangles (written by grade-level teachers of mathematics).
|
Teacher Grade Level |
Task: Write a statement about rectangles. |
|---|---|
| Special Education Elementary | If a figure has four right angles, then it is a rectangle. |
| 7th | If a shape is a rectangle, then it is a parallelogram with at least two right angles. |
| 5th | If a figure is a rectangle, then it is a parallelogram with at least one right angle. |
| 4th | If a figure is a rectangle, then it is a four-sided polygon with four right angles. |
| 2nd | If a figure is a rectangle, then it is a four-sided polygon with four right angles. |
| 6th | If a parallelogram is a rectangle, it has four right angles. |
What do you notice about the teacher’s statements?
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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.
