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.MD.A.1
 Common core State Standards
 Math: Math
 K: Kindergarten
 MD: Measurement & Data
 A: Describe and compare measurable attributes

1:
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Math.K.MD.A.2
Common core State Standards
 Math: Math
 K: Kindergarten
 MD: Measurement & Data
 A: Describe and compare measurable attributes

2:
Directly compare two objects with a measurable attribute in common, to see which object has \"more of\"/\"less of\" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
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Thought starters
 Why does Ms. Oleston start by having students share what they notice?
 How does this activity give students an opportunity to practice constructing arguments?
 Why does Ms. Oleston use the "I think... because..." sentence stem?
Teachers
Donella Oleston
Newest
UNCUT CLASSROOMS
UNCUT CLASSROOMS
UNCUT CLASSROOMS
Lesson Idea
Denise Christensen Mar 6, 2018 10:18am
Becky Olson Jun 11, 2017 12:36am
Jeremy Dixon May 17, 2017 6:00pm
Ivan Guerra May 6, 2017 7:25pm
Ivan Guerra May 6, 2017 7:25pm