D2L Corporation
2012-12-04T14:10:28-05:00
2011-03-08T13:57:20-05:00
D2L Corporation
Common Core State Standards for Mathematics
These Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student's mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.
2011-03-08
2010
2010
National Governors Association Center for Best Practices
Council of Chief State School Officers
National Governors Association Center for Best Practices
Council of Chief State School Officers, Washington D.C.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
CCSS.Math.Content.6.RP.A.1
1.
6.RP.1
Standard
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."