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Students are taught how to: identify scenarios; evaluate; select problem-solving strategies; identify possible conclusions; select logical conclusions; describe how a solution was summarized; and indicate how those solutions can be applied to more advanced math problems.
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Encourage your child to explain his or her thinking or to “think out loud” when they work on a math problem. Listen to your child explain math in his or her own words and then paraphrase what they have said using mathematical words that they may be learning.
Students learn to use the Maps to define and compare mathematical terms, deconstruct problem-solving processes, decompose mathematical and algebraic expressions, explore mathematical relationships, and visualize abstract mathematical concepts.
how students’ diagrams help communicate the richness of their mathematical thinking. Dia-grams help them showcase their mathematical thinking to the teacher and other students, without having to rely only on words or having to know the “correct” words. In this manner, diagrams promote student agency and math-ematical authority.
Having students write their own word problems helps students learn how word problems are constructed, develop their reasoning skills, and make connections between math concepts and the real world.
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In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another.
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Asks what math relationships or patterns can be used to assist in making sense of the problem. Asks for predictions about solutions at midpoints throughout the solution process. Questions students to assist them in creating generalizations based on repetition in thinking and procedures.
