Standard 10: Mathematical Reasoning and Problem Solving Archived

loading spinner
Export Print
In a general sense, all of mathematics is problem solving. In all of mathematics, use problem-solving skills, choose how to approach a problem, explain the reasoning, and check the results.
General Information
Number: MA.912.A.10
Title: Mathematical Reasoning and Problem Solving
Type: Standard
Subject: X-Mathematics (former standards - 2008) - Archived
Grade: 912
Body of Knowledge: Algebra

Related Benchmarks

This cluster includes the following benchmarks.

Related Access Points

This cluster includes the following access points.

Independent

MA.912.A.10.In.a
Use a variety of problem-solving strategies, such as finding key information to determine the correct operation and using graphic representations for numbers, to solve real-world problems.
MA.912.A.10.In.b
Use estimation strategies, such as rounding, grouping, and comparing, to determine if answers are reasonable.

Supported

MA.912.A.10.Su.a
Use visual and physical models as strategies for solving real-world mathematical problems.
MA.912.A.10.Su.b
Use resources, such as calculators, to verify accuracy of solutions to problems.

Participatory

MA.912.A.10.Pa.a
Solve real-world problems involving quantities to 10 and match the result to the correct answer to determine accuracy.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Unit/Lesson Sequence

Variables and Patterns of Change: Translating Words Into Symbols; Linear Equations:

Lesson Plan 1: Miles of Tiles - The Pool Border Problem, students will recognize patterns and represent situations using algebraic notation and variables. Lesson Plan 2: Cups and Chips - Solving Linear Equations Using Manipulatives, students use manipulatives to represent visually the steps they take to obtain a solution to an algebraic equation. They develop an understanding of the connections between the solution involving manipulatives and the symbolic solution. Students work in teams of four. Site includes a Topic Overview, Lesson Plans, Student Work, Teaching Strategies, Resources, and a video of Workshop 1; Part 1.

Type: Unit/Lesson Sequence

Video/Audio/Animation

MIT BLOSSOMS - Is Bigger Better? A Look at a Selection Bias that Is All Around Us:

This learning video addresses a particular problem of selection bias, a statistical bias in which there is an error in choosing the individuals or groups to make broader inferences. Rather than delve into this broad topic via formal statistics, we investigate how it may appear in our everyday lives, sometimes distorting our perceptions of people, places and events, unless we are careful. When people are picked at random from two groups of different sizes, most of those selected usually come from the bigger group. That means we will hear more about the experience of the bigger group than that of the smaller one. This isn't always a bad thing, but it isn't always a good thing either. Because big groups "speak louder," we have to be careful when we write mathematical formulas about what happened in the two groups. We think about this issue in this video, with examples that involve theaters, buses, and lemons. The prerequisite for this video lesson is a familiarity with algebra. It will take about one hour to complete, and the only materials needed are a blackboard and chalk. The downloadable Teacher's Guide found on the same page as the video, provides suggestions for classroom activities during each of the breaks between video segments.

Type: Video/Audio/Animation

Student Resources

Vetted resources students can use to learn the concepts and skills in this topic.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this topic.