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The Standards for Mathematical Practice For Four Year-Olds Becky Holden October, 2012. The Framework is NOT. A checklist Meant to stifle creativity A curriculum. Instructional Shifts. To focus strongly where standards focus Coherenc e across grade levels

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## The Standards for Mathematical Practice For Four Year-Olds Becky Holden October, 2012

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**The Standards for Mathematical Practice**For Four Year-Olds Becky Holden October, 2012**The Framework is NOT**• A checklist • Meant to stifle creativity • A curriculum**InstructionalShifts**• To focus strongly where standards focus • Coherence across grade levels • Rigor that requires: conceptual understanding, procedural skill and fluency, and application with intensity**Common Core State Standards in Mathematics**• Standards for Mathematical Practice • Content Standards**The Content Standards**• Counting and Cardinality • Operations and Algebraic Thinking • Measurement and Data • Geometry**Standards for Mathematical Thinking**• Ways mathematicians carry out their work**Practice #1 Make sense of problems and persevere in solving**them • Explain meaning to self and look for ways to solve • Use concrete objects or pictures to conceptualize and solve • Ask self, “Does this make sense?” • Or, try another strategy**Which standards?**• PK.CC.4 • PK.CC.4a • PK.CC.4b • PK.G.2 • PK.G.6**Practice #2 Reason abstractly and quantitatively.**• Begin to recognize that a number represents specific quantity • Then, connect quantity to written symbol • Quantitative- create representation of problem showing meaning of quantities**Which standards?**• PK.CC.4 • PK.CC.4a • PK.CC.4b • PK.OA.1 • PK.OA.2**Practice #3 Construct viable arguments and critique the**reasoning of others • Construct with objects, pictures, drawing, actions • Answer: • “How did you get that?” • “Why is that true?” • “How do you know?”**Which standards?**• PK.CC.4 • PK.CC.4b • PK.CC.6 • PK.MD.3**Practice #4 Model with mathematics.**• Students experiment representing in multiple ways: numbers, drawing pictures, using objects, acting out. • Students connect different representations and explain the connections • Students use models as needed**Which standards?**• PK.OA.1 • PK.OA.2**Practice #5 Use appropriate tools strategically.**• Decide when tools might be helpful • Estimating could be a tool**Which standards?**• PK.MD.1 • PK.MD.2**Oops!**• Filling the area. • What could be an effective tool? • PK.MD.2**Practice #6 Attend to precision.**• Clear and concise language**Which standards?**• PK.G.3 • PK.G.4 • PK.G.5**Practice #7 Look for and make use of structure.**• Begin to notice pattern or structure**Which standards?**• PK.MD.1 • PK.MD.2**Practice #8 Look for and express regularity in repeated**reasoning. • Students notice: • Repetitive actions in counting • Repetitive actions in computation

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