Math 2.1

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

  • (1) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
  • (2) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
    • (A) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
    • (B) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
    • (C) draw conclusions and make predictions from information in a graph.
    • (D) Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
  • (3) calculate how money saved can accumulate into a larger amount over time;
    • (A) explain that saving is an alternative to spending;
    • (B) distinguish between a deposit and a withdrawal;
    • (C) identify examples of borrowing and distinguish between responsible and irresponsible borrowing;
    • (D) identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
    • (E) differentiate between producers and consumers and calculate the cost to produce a simple item.
    • (F) apply mathematics to problems arising in everyday life, society, and the workplace;
    • (G) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
    • (H) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
    • (I) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
    • (J) create and use representations to organize, record, and communicate mathematical ideas;
    • (K) analyze mathematical relationships to connect and communicate mathematical ideas; and
    • (L) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

15 teaching resources for those 'aha' moments