Series: AFT CCSS Math
Math.Practice.MP2
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP2: Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referentsâ€”and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Math.Practice.MP3
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.1.NBT.C.4
Common core State Standards
 Math: Math
 1: Grade 1
 NBT: Number & Operations in Base Ten
 C: Use place value understanding and properties of operations to add and subtract

4:
Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
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Thought starters
 What skills do students develop through the daily math routine?
 How does Ms. Wright encourage students to use multiple strategies?
 What is the effect of using a situational story?
School Details
Cypress Creek Elementary School6100 South Williamson Boulevard
Port Orange FL 32128
Population: 809
Data Provided By:
Teachers
Jeanne Wright
Newest
Teaching Practice
Projectbased Learning, PBL, Projects, Engagement
UNCUT CLASSROOMS
English Language Learners, Writing, High School
UNCUT CLASSROOMS
UNCUT CLASSROOMS
Reading Analysis, Literary Analysis, High School, ELA, Reading, Writing
Sherri Devine May 5, 2017 7:32pm
Gary Harvey May 5, 2017 12:48pm
Tiffany Vosberg May 1, 2017 5:44pm
Christine Clavenna Apr 19, 2017 9:48am
Sherri Devine Apr 18, 2017 8:31pm