Mathematical Practice 3:

Construct Viable Arguments and Critique the Reasoning of Others

Office of Curriculum, Instruction and School Support 2013

Mathematics Implementation Module 1

Module Objectives

After todays module on Mathematics Practice 3, teachers will have an understanding of how students should CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS in the mathematics classroom (TLF 3b: Using

CCSS District-Wide Goals

By May 2013, at a minimum, teachers will be expected to: engage all students in using Mathematical Practice 3: CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS (MODULE 1)

The Intersection of Mathematical Standards

The Standards for Mathematical

Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.
The Standards for Mathematical

Content are a balanced combination of procedure and understanding. They define what students should understand and be able to do in their study of mathematics

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Example
Claim: The answer is 25

Evidence: 5x5=25
Warrant: I was able to group 5 groups of 5. I then

multiplied the groups to find the solution.

C E W C/E

W E E C

E/W E/C W C E/C

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There are 5 ways to arrange the lizards. Since there has to be two lizards in a habitat, and no more than 8 lizards in the 2 habitats, each ordered pair has to add up to 8. No number can be less than 2. The graph shows the 5 possible ways Emily can arrange the lizards. Making an organized list helps to ensure finding all the possibilities. Using a graph shows the relationship between the numbers of lizards in each habitat.

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FRUIT PROBLEMS

How much does each fruit weigh?

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FRUIT PROBLEMS
Just to be clear

tens digit
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ones digit

FRUIT PROBLEMS
You will be given three minutes to individually and privately solve the problem on your card. Pay attention to the steps you use.
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FRUIT PROBLEMS
Structuring math discourse for argument: 1.Person A: Give a claim + evidence 2.Group decision: Does this evidence support the claim? How do you know? 3.Person B: Give a claim + evidence 4.Group decision: Does this evidence support the claim? How do you know? (continue until all group members share 5 minutes)

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Standards for Mathematical Practice Priority for 2012-13

Standard 1: Make sense of problems and persevere in solving them Standard 2: Reason abstractly and quantitatively Standard 3: Construct viable arguments and critique the reasoning of others Standard 4: Model with mathematics Standard 5: Use appropriate tools strategically Standard 6: Attend to precision Standard 7: Look for and make use of structure Standard 8: Look for and express regularity in repeated reasoning 13

Mathematical Practice 3 Construct viable argument s and critique the reasoning of others
Activity: Do a close read of Handout 2 As a table group, discuss
What parts of MP3 do you

believe you and your group used in your discussion of the fruit problems?
What made for stronger

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arguments? Weaker arguments?

Common Core Content Connections Anchor Standards for

Standards for Mathematical Practice ELA and Content Literacy
Speaking and Listening 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Writing 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient

MP3: Construct viable arguments and critique the reasoning of others

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Ties to the Teaching and Learning Framework

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Read-Share-Inquire
Partner A begins by making a statement that might be a summary statement, key point, or application to their own work about their portion of the text. Partner B paraphrases Partner A and inquires: And what makes that important to you? Partner A responds briefly. Partner B makes a statement that might be a summary statement, key point, or application to their own work about their portion of the text. Partner C paraphrases Partner B and inquires: And what makes that important to you? Partner B responds briefly. Partner C makes a statement that might be a summary statement, key point, or application to their own work about their portion of the text. Partner A paraphrases Partner C and inquires: And what makes that important to you? Partner C responds briefly. Groups At Work, 2011

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Three As Plus One

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Groups At Work, 2011

With an elbow partner

Post-its

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Correct answers are essentialbut theyre part of the process, theyre not the product. The product is the mathematics the kids walk away with in their heads
-Phil Daro, co-author of CCSSM, 2012

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During our session today, did you

engage in a mathematical problem

intersecting content and practice standards

discuss the meaning of Mathematical

Practice 3: CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS and how to engage students in using this practice
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make links to the Teaching and

Learning Framework through questioning

Next Steps

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Engage all students in using Mathematical Practice #3: CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS utilizing strategies from

Next Steps

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Engage with your PLC in a 3 week cycle surrounding the Math Practice Standard 3. -You pick a lesson in Envision Math Dates: March 5, 12, 19
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Please complete the feedback form and leave it on your table!

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