Table of Contents

Unit 1: Teaching and Learning the Standards for Mathematical Practice

Grain Size

It is not expected that a single problem would engage students with all eight SMP; even a lesson may be too small to accomplish that.

Phil Daro, one of the lead writers of the CCSS for Mathematics, refers to proper grain size as the unit at which it makes most sense to organize mathematics for learning. Daro suggests that teachers look at units or chapters rather than lessons when planning for instruction and assessment of the standards.

Over the course of such a larger segment of work, engagement of multiple standards should be evident rather than within a single lesson, task, or problem.

Time to Reflect

In this section, you have considered grouping practices to facilitate implementation, connecting practice and content, and organizing mathematics. In your Metacognitive Journal, reflect on the following:

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