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Standards for Mathematical Practice<\/a> such as those described in the CCSSM<\/a> are deeply embedded in the fabric of Investigations<\/em>. Every session of the curriculum calls on students to make sense of mathematics; to reason and use what they know; and to communicate their thinking. (Learn More about Investigations<\/em> and the Math Practices<\/a>.<\/a>)<\/p>\n What follows are videos from Investigations<\/em> classrooms that illustrate what it looks like when elementary teachers and students work on tasks that focus on important mathematics and require the use of the Math Practices, particularly Math Practices 1 and 6. Given that these are the \u201coverarching habits of mind of a productive mathematical thinker,\u201d these should be happening all of the time. (See the diagram<\/a> on Structuring the Mathematical Practices<\/a>, written by one of the CCSSM authors.)<\/p>\n Thoughts and questions specific to each video are included below. Questions that apply to all of the videos include:<\/p>\n Math Practice 1: Make sense of problems and persevere in solving them.<\/strong><\/p>\n This Practice talks about the importance of \u201cexplaining\u2026the meaning of a problem and looking for entry points;\u201d planning a way to solve a problem; monitoring the solution process; and double checking the solution to ensure that it makes sense. It describes how \u201cyounger students might rely on using concrete objects or pictures to help conceptualize and solve a problem\u201d and explains that students should understand and compare different approaches to the same problem.Save<\/span><\/p>\n Save<\/span><\/p>\n [\/et_pb_text][et_pb_toggle _builder_version=”3.0.85″ title=”Read the full text of MP1″ open=”off” title_font_size=”14″] \u201cMathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.\u201d (CCSSM, p. 7.) [\/et_pb_toggle][et_pb_text _builder_version=”3.0.85″ background_layout=”light”]<\/p>\n\n