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 referents—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.K.NBT.A.1
Common core State Standards
 Math: Math
 K: Kindergarten
 NBT: Number & Operations in Base Ten
 A: Work with numbers 1119 to gain foundations for place value

1:
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
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Thought starters
 What does mathematical reasoning look like in kindergarten?
 How are students encouraged to share and learn from each other?
 What supports does Ms. Lassiter use to further her students' thinking?
School Details
Manatee Cove Elementary School734 West Ohio Avenue
Orange City FL 32763
Population: 730
Data Provided By:
Teachers
Karen Lassiter
Newest
UNCUT CLASSROOMS
UNCUT CLASSROOMS
UNCUT CLASSROOMS
Lesson Idea
Danielle Jarrett Mar 24, 2018 6:11pm
Mary Bartz Feb 9, 2018 6:29pm
jane lowe Aug 12, 2017 2:02pm
Diana Garcia Jun 14, 2017 1:18am
Nicole Vaquera Apr 24, 2017 6:59pm