Making Math Count
October 16, 2023
MPS#6 Attend to Precision
Today we continue to look at the Math Practice Standards. These are sometime referred to as the standards that address the dispositions of mathematicians. Today we are focused on Attend to Precision which some might associate with accuracy. This standard goes beyond accuracy to focus on precision with computation and precision in communication. While accurate computation is necessary, it is not sufficient. Along with developing an understanding of a diverse range of math skills and concepts, students learn basic facts and algorithms and should be able to perform them with precision. Students also need to be precise when modeling, constructing graphs, and measuring. Precise language and communication helps students accurately explain math thinking and understanding.
Let's focus on two ideas of attending to precision: (1) calculate accurately and perform math tasks with precision; and communicate precisely.
Precision in Calculations and Performing Math Tasks
Students are expected to calculate exact answers. As their understanding of mathematics grows, answers become more refined with greater precision. For example students move from calculations with whole numbers to decimals, with more precise answers. Students learn to use estimates as benchmarks and checks for accuracy against precise answers.
One activity that helps students develop precision is Estimate and Exact. Provide partners with a scenario and students determine if an estimation or an exact answer is needed. Here are some scenario ideas:
- Buying bags of candy to put in party treat bags
- Buying pizza for a class party
- Measuring the dimensions of the doorway to install a screened door
- Buying carpet for a living room floor
Prior to solving a calculation precisely, pose questions to prompt students to estimate. Here are some examples:
- Will the sum of 8 +7 be greater than or less than 20? Why?
- Is the difference of 81 and 29 closer to 40, 50, or 60? Why?
- What might the quotient of 239 รท 4 be? Explain you thinking.
- Is the sum of one-third and two-fourths more or less than 2? Explain your thinking.
Assessing the use of tools may happen in two ways. You may assess students' use of the tool by asking students to use a specific tools to complete a task. Another task might ask students to choose a tool that works for the problem to solve a task or show mathematical understanding. This type of assessment gets to the heart of this standard as students choose a tool that works efficiently for this particular task.
Math Joke of the Week
The information in this newsletter is adapted from Putting the Practices into Action: Implementing the Common Core Standards for Mathematical Practice K-8 (2013) by Susan O'Connell and John SanGiovanni.