SMP 6: Attend to

Precision
Amy Kilbride, NELC STEM Specialist
Cydney Rolle, NELC/NWLC Title 1 Lead Math Specialist

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Todays Targets

Gain a greater understanding of SMP 6

Understand why tricks, shortcuts and key words
can hinder student conceptual understanding
Understand the importance of using precise
mathematical vocabulary
Learn alternatives to replace imprecise language

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 For the students to
Use clear definitions in discussion
with others and their own reasoning
Be careful about specifying units of
measure
Calculate accurately and efficiently
and express numerical answers with a
degree of precision appropriate for
A closer look at the context
SMP 6: Attend to
precision give carefully formulated
explanations to each other
Source: TCM, November 2014
The teacher must
Use specific mathematical vocabulary
in daily language [so that] students
will become comfortable enough with
the terms to use them in
conversation
Offer students hands-on practical
measuring experiences
Require that students elaborate on
the how or why of their calculations.
Present students with ample
opportunities for discourse.
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Why focus on understanding?
Builds coherence
Facilitates retention
Increased rigor of standards
Provides foundation
Sets students up for future success
Allows students to make connections

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 Silently read to the top of page 21.
When you get to Thirteen rules
that expire.
Say something to a partner or small group. It
might be a question you have, a key point, or
a new connection.

Silently read to the bottom of page

22. Just before you get to #10.
Say something to a partner or small group. It
might be a question you have, a key point, or
a new connection.

Silently read to the end of the

article.
Say something to a partner or small group. It
might be a question you have, a key point, or
a new connection.
1. Where do math rules that
expire come from and why do
we teach rules that expire?

2. What barriers or challenges

exist that prevent teachers from
giving up a rule that seems
appropriate at a given time but
has potential to cause
misconceptions in later grades?

3. Which rules or tricks are hardest

to give up? Why?

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Where do math rules that
expire come from and why
do we teach rules that
expire?

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What barriers or challenges
exist that prevent teachers
from giving up a rule that
seems appropriate at a
given time but has potential
to cause misconceptions in
later grades?
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Which rules or tricks are
hardest to give up?
Why?

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Yeah, but
But its just to help them remember-I taught them the concept!
A trick is magic; something kids understand is a shortcut or a rule
If students can explain the process, it loses trick status

My students cant understand the higher level math, but they do

great with the trick.
Teaching an algorithm is simply teaching them to follow directions
If students do not understand, they are not doing math

This is all well and good, but we dont have enough TIME!
If we teach concepts rather than tricks, we save time down the line by not
reteaching or unteaching misconceptions
No need to guess whats on the test if we teach kids solid reasoning skills

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 Consider whether each of the
tricks or mnemonics lead to
greater student understanding. Does McDonalds Sell
Discuss with a partner how Cheese Burgers
each can help or hinder a PEMDAS
students conceptual
understanding.
Keep-Change-Flip
If it does not lead to greater 5 or more, raise the
learning, how can we do a score. 4 or less let it rest
better job of instructing for
mastery?

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 Do keywords unlock student
understanding?
More means add
Jessica rode her bike to Julies house, then together they rode 3
blocks to school. In total, Jessica rode 8 blocks. How many more
blocks did Jessica ride than Julie?

Fewer means subtract

Marco has 16 fewer apples than Martha. Marco
has 36 apples. How many apples does Martha
have?

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Consider these problems. What keyword(s)
could cause confusion?

Create a problem where a keyword could be

misinterpreted.

Dylan ran 4 times as many laps

as his cousin, Jack. Jack ran 3
laps. How many more laps did
Dylan make?
Eliza collected 8 pocket pets.
This was 3 more than Mellie
collected. How many pocket
pets did Mellie collect?

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 Flip- flip the second fraction
Point/corner- How many points does the
triangle have?
Bigger- Which number is bigger?
Opposite- addition is the opposite of
subtraction
Cancel- the 10s cancel each other

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 Flip- flip the second fraction reciprocal
Point/corner- How many points does the
triangle have? vertex/vertices
Bigger- Which number is bigger? greater
Opposite- addition is the opposite of
subtraction inverse
Cancel- the 10s cancel each other divides to 1

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Give a counterexample or tell when this rule
expires.
Multiplication is repeated addition
When you multiply a number by a
fraction, the answer is always
smaller
To compare two numbers, first
compare their leading digits; if they
are the same, move to the second
digit.

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Lets Play

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Wrapping it all up

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