## Reflection: Standards Alignment Describing Numbers - Section 4: Independent Practice

This can be a difficult lesson for some of my students.  During partner practice, I am really pushing kids to deepen their understanding through use of the Standards of Mathematical Practice (SMPs).

When I ask students to explain to me why certain choices are incorrect, they're engaging with a number of mathematical practices.  They have to make sense of the problem (SMP 1), in order to eliminate answer choices.  In order to translate the scenario into the appropriate integers, students must decontextualize (and then recontextualize) the problem.  This sort of reasoning is the heart of SMP 2 (Reason Abstractly and Quantitatively).  By asking students to engage in a conversation with me about which choices are incorrect, I'm asking them to engage with SMP 3 (Construct a Viable Argument).

It's not a big lift on me or my planning at all to ask students 'how did you know this was wrong/right?' and it is a question I intentionally use daily.

Students engage with SMP 4 (Model with Mathematics) when they create number line models.  A huge part of my course involves creating models to make sense of, understand, prove, etc.   I want my students to model all of the time.

The Standards for Mathematical Practice have guided me, in terms of the types of questioning I am using in my lessons (oral and written).

Supporting Learning with the SMPs
Standards Alignment: Supporting Learning with the SMPs

# Describing Numbers

Unit 3: Integers and Rational Numbers
Lesson 8 of 8

## Big Idea: Different real-world contexts and words can be used to describe relationships between rational numbers.

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Standards:
Subject(s):
Math, Number lines , Comparing Numbers, Integers, absolute value, rational numbers
67 minutes

### Carla Seeger

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