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SLG Math v2 DRAFT

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Apr 28
Irisa Charney (Apr 28 2016 4:23PM) : Student Learning Goals: Mathematics
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Feb 26
Jack Connor (Feb 26 2020 7:43AM) : Maths make easy more

Hey , My self jack connnor and I am a Maths teacher.I found many online websites relative to maths.Online calculators are very helpful for the
teacher and as well as stude.For example
Arc Length Calculator(https://www.calculatored.com/math/calculus/arc-length-calculator),
Covariance(https://www.calculatored.com/math/algebra/covariance-calculator),
Limit(https://www.calculatored.com/math/calculus/limit-calculator) and many more.

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Oct 12
Teacher Anna Steve (Oct 12 2020 8:50AM) : Thumbsup more

Hi Jack,

You can try this site (https://calculator-online.net/covariance-calculator/)

This site have many online math calculators that help me in my various projects.

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Student Learning Goals: Math

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Apr 28
Irisa Charney (Apr 28 2016 4:24PM) : please change to Mathematics
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Apr 21
Akpotohor Sunday (Apr 21 2020 1:35PM) : Beauty Mathematics more

Nice post never knew there is something like this on the internet, I appreciate it. It is amazing and wonderful. Now I will love to tell you skin products that will make your skin glow. https://dreamfuldelights.com/glowing-hair-skin/glowing-skin/

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Collaborating in a Community of Readers and Writers
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Contributing to Our Community
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I contribute to maintaining a classroom community that feels safe, where everyone is able to take risks and grow.
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Collaborating Effectively
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I work with partners and groups in ways that are both respectful and risk-taking.
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Participating Thoughtfully
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I make my thinking count in discussions, as a speaker and a listener. I share my reading confusions and understandings to get and give help. I listen and learn from the reading confusions and understandings of others.
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Building a Literacy Context
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I understand and use the shared literacy vocabulary of our classroom.
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Being Open to New Ideas
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I appreciate and evaluate alternative viewpoints.
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Developing a Literacy Agenda
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I read to understand how literacy opens and closes doors in people’s lives.
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Sharing Books
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I talk about books I am reading to involve others in what the books have to offer.
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Writing to Communicate
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I write to communicate my ideas to others.
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Building Personal Engagement
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Knowing My Reader Identity
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I am aware of my reading preferences, habits, strengths, weaknesses, and attitudes—my Reader Identity.
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Practicing
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I put effort into practicing new reading strategies so that they become automatic.
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Digging In
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I am increasing my confidence and persistence for digging into text that seems difficult or boring.
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Building Silent Reading Fluency
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I read more smoothly and quickly, so I get more pages read.
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Building Oral Reading Fluency
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I read aloud more fluently and expressively.
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Increasing Stamina
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I set and meet stretch goals to read for longer and longer periods.
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Increasing Range
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I set and meet stretch goals for extending the range of what I read.
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Choosing Books (SSR+)
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I use tools I have learned for choosing a book that’s right for me.
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Taking Power
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I read to understand how what I read applies to me and gives me power.
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Reflecting on My Evolving Reader Identity
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Apr 28
Irisa Charney (Apr 28 2016 4:26PM) : alignment (if possible)
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I reflect in discussions and in writing on my growth as a reader—my evolving Reader Identity.
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Writing to Reflect
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I use writing to step back and think about what I am learning.
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Making Thinking Visible
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Monitoring
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I monitor my reading processes and identify problems.
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Repairing Comprehension
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I know what strategies to use to get back on track.
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Talking to Understand Reading
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I talk about my reading processes to understand them better.
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Writing to Understand Reading
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I write about my reading processes to understand them better.
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Using Cognitive Strategies to Increase Comprehension: Mathematics
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Setting a Reading Purpose
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I set a purpose for reading a text and keep it in mind while I read.
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Choosing a Reading Process
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I vary my reading process to fit my reading purpose.
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Previewing
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I preview text that is long or appears to be challenging, to mobilize strategies for dealing with it.
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Identifying and Evaluating Roadblocks
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Apr 28
Irisa Charney (Apr 28 2016 4:26PM) : alignment
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I identify specific reading roadblocks and decide what to do.
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Tolerating Ambiguity
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I tolerate ambiguity or confusion in understanding a text while I work on making sense of it.
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Clarifying
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I work to clear up a reading confusion‐whether it is a word, a sentence, an idea, or missing background information that I need to find.
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Using Context
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I use context to clarify confusions by reading on and rereading.
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Making Connections
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I make connections from texts to my experience and knowledge.
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Chunking
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I break difficult text into smaller pieces to better understand the whole.
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Visualizing
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I try to see in my mind what the text is describing. I read and create numerical representations to help clarify complex mathematical text and ideas.
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Questioning
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I ask myself questions when I don’t understand. I ask myself questions about the text, and I know where to find the answers—whether in my mind, the text, other texts, other people, or a combination of these. I ask inquiry questions when something I read makes me want to know more.
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Predicting
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I use what I understand in the reading to predict what a reasonable answer might be.
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Organizing Ideas and Information
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Irisa Charney (Apr 28 2016 4:27PM) : alignment
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I use graphic organizers to sort out ideas or items of information to see how they are related.
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Paraphrasing
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I restate a sentence or an idea from a text in my own words.
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Getting the Gist
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I read and answer in my own words the question, “What do I know so far?”
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Summarizing
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I boil down what I read to the key points.
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Sequencing
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I order the steps in solving a problem.
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Comparing and Contrasting
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I make comparisons to identify similarities and differences.
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Identifying Cause and Effect
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I find conditions or events that contribute to or cause particular outcomes.
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Using Evidence
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I use evidence to build and support my understanding of texts and concepts.
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Rereading
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I reread to build understanding and fluency with mathematical language and processes.
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Writing to Clarify Understanding
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Apr 28
Irisa Charney (Apr 28 2016 4:28PM) : alignment
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I write about what I think I know to make it clearer to myself.
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Building Knowledge: Math
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Apr 28
Irisa Charney (Apr 28 2016 4:28PM) : please change to Mathematics
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Feb 26
Jack Connor (Feb 26 2020 7:45AM) : Make Caculation Easy more

Hey , My self jack connnor and I am a Maths teacher.I found many online websites relative to maths.Online calculators are very helpful for the
teacher and as well as stude.For example
Permutation Calculator(https://www.calculatored.com/math/algebra/permutation-calculator),
Quadratic Formula Calculator(https://www.calculatored.com/math/calculus/quadratic-formula-calculator) and many more.

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Apr 21
Akpotohor Sunday (Apr 21 2020 10:48AM) : how to advertise a business more

Wow never knew there is something like this on the internet, I appreciate it. It is amazing and wonderful. Now I will love to tell you about sports updates and also games updates. https://www.makeoverarena.com/waptrick-games-videos-mp3-download-www-waptrick-com/

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Jan 13
agus budiman (Jan 13 2021 10:42AM) : Advertise business more

Wow never knew there is something like this on the internet, I appreciate it. It is amazing and wonderful. Now I will love to tell you about sports updates and also games updates.

https://www.convoy-supply.com/homepage/ripley

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Mobilizing Schema
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I use my relevant networks of background knowledge, or schema, so that new information has something to connect to and is easier to understand.
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Building and Revising Schema
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I add to and revise my schema as I learn more.
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Synthesizing
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I look for relationships among my ideas, ideas from texts, and ideas from discussions.
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Writing to Consolidate Knowledge
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Apr 28
Irisa Charney (Apr 28 2016 4:29PM) : alignment
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I use writing to capture and lock in new knowledge.
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Building Knowledge . . . About Text: Math
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Apr 28
Irisa Charney (Apr 28 2016 4:29PM) : Please change to Mathematics
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Apr 21
Akpotohor Sunday (Apr 21 2020 10:49AM) : advertise more

Wow never knew there is something like this on the internet, I appreciate it. It is amazing and wonderful. Now I will love to tell you about sports updates and also games updates. https://www.makeoverarena.com/waptrick-games-videos-mp3-download-www-waptrick-com/

Text Structure
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I use my knowledge of text structures to predict how ideas are organized.
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Text Features
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I use my knowledge of text features like headings and graphics to support my understanding.
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Text Density
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Because I know that mathematics text is often tightly packed with new terms and ideas, I preview and reread it. Because I know that mathematics text is often tightly packed with new terms and ideas, I chunk and restate the chunks in familiar language to keep track of the gist as I read.
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Building Knowledge . . . About Language: Math
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Apr 28
Irisa Charney (Apr 28 2016 4:29PM) : Please change to Mathematics
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Apr 28
Irisa Charney (Apr 28 2016 4:30PM) : Please change to Mathematics
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Jan 13
agus budiman (Jan 13 2021 10:44AM) : Do It SEO more

Wow never knew there is something like this on the internet, I appreciate it. It is amazing and wonderful. Now I will love to tell you about sports updates and also games updates.

https://news.sons-it.com/trik-waptrick-terbaru/

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Word Analysis
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I use my knowledge of word roots, prefixes, and suffixes to figure out new words.
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Referents
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I use my knowledge of pronouns and other referents to find and substitute the word that a pronoun or other word is standing for.
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Signal Words and Punctuation (Text Signals)
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Apr 28
Irisa Charney (Apr 28 2016 4:30PM) : alignment
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I use my knowledge of signal words and punctuation to predict a definition, results or conclusions, examples, sequence, comparison, contrast, a list, or an answer.
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Contextual Redefinition
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I know that when familiar terms are used in unfamiliar ways, I can redefine them in context to clear up confusion.
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Sentence Structure
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I use my knowledge of sentence structure to help me understand difficult text.
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Word-Learning Strategies List
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I use strategies to learn new words in the texts I read.
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Building Knowledge . . . About the Discipline of Mathematics
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Conceptual Categories*
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I can identify the purpose for and use different areas of math knowledge such as number, algebra, functions, geometry, statistics and probability, and modeling.
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Mathematical Reasoning
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I can think interchangeably about a math problem in abstract and quantitative terms. I monitor the reasonableness of the relationship between my abstract and quantitative thinking.
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Mathematical Representation
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I can read and represent mathematics with words, formulas, and mathematical symbols. I can read and create diagrams, tables, graphs, and flowcharts for mathematical purposes.
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Mathematical Language
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I understand the precise nature of mathematical language and use it to communicate exactly.
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Problem Identification
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I can read and identify “the problem” in a math problem.
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Problem Solving
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I make conjectures about and evaluate alternative approaches to a problem and then monitor the reasonableness of a solution approach as it proceeds.
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Accuracy
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I understand that in mathematics there may be alternate approaches to a solution, but only one correct answer. I check that the final solution makes sense and all computation is correct.
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Pattern Application
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I look for mathematical structures, approaches, and patterns that I can apply to the solution of new problems.
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Mathematical Identity
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I am aware of my evolving identity as a reader and user of mathematics.
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*These conceptual categories are drawn from the Common Core State Standards for Mathematical Practice.

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Reading for Understanding, pp.314-317

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DMU Timestamp: April 25, 2016 20:41

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