Practices Level C

(CCSS Grades 4-6 / Low Intermediate Adult Basic Education)

At Level C, students use developed foundational skills to become more advanced mathematical thinkers. Instructional work at Level C should build students’ familiarity with and comfort taking an inquiry approach, which they will need to apply at Levels D and E. While foundational skills are important, at level C instructional emphasis should shift towards development of critical thinking skills around math practice as opposed to fluency within specific computational content. Math concepts and processes should be presented in applied contexts that address life and general workforce skills.

Instructional activities should include:

• Developing complete understanding of the relationship among fractions, decimals, percents, and proportions. Given different scenarios, students should be able to decide which format is best. Students may develop a preference for one approach over another.
• Composing short multi-step problems across all domains. Students should be able to illustrate the steps to be taken and decode the elements within multi-step problems. Students should be able to represent problems numerically and verbally explain, using key algebraic terms, why steps occur at different points in a process. Students should be able to model mathematical situations using drawings, digital media, and hands-on manipulation of real objects.
• Understanding that there is more than one way to solve a problem. Estimation should be used to check the reasonableness of answers.
• Expanding the use of precise mathematical vocabulary. Students should be using specific mathematical terms whenever applicable.

Selecting and using specific mathematical tools when problem solving. These include a scientific calculator, GED® math formula sheet, charts, tables, and measuring devices.