Academic Standard

Mathematical Processes
Tennessee Diploma Project
Grade range: 
Conceptual StrandThe Mathematical Process Standards are embedded in the content standards to reap the learning benefits gained from attention to them. These standards exemplify best teaching practices in mathematical instruction and mirror the NCTM Process Standards as well as the Common Core Mathematical Practices.Guiding QuestionWhat is the role of the mathematical processes standards in formative instruction?
Elements within this Standard
Grade Level Expectation
Use mathematical language, symbols, and definitions while developing mathematical reasoning.
Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution.
Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or formulas.
Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution
Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions.
Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.
Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.
Use technologies/manipulatives appropriately to develop understanding of mathematical algorithms, to facilitate problem solving, and to create accurate and
Check For Understanding
Recognize different conventions used in calculator and computer spreadsheets (e.g., * for multiplication, ^ for exponent), but use mathematical notation in
Recognize when an estimate is more appropriate than an exact answer in a variety of problem situations.
Recognize errors generated by rounding.
Describe how changes in one quantity or variable result in changes in another.
Illustrate properties of operations by showing that two expressions are equivalent in a given context (e.g., using an area model for distributive property, and
Model situations by devising and carrying out experiments and simulations.
Formulate questions, design studies, and collect real world data.
Determine an appropriate sample to test an hypothesis.
Use age-appropriate books, stories, and videos to convey ideas of mathematics.
Use various methods (such as dynamic geometry software) to explore properties of triangles and quadrilaterals.
Model algebraic expressions with manipulatives, technology, and pencil and paper.
State Performance Indicator
Make conjectures and predictions based on data.
Judge the reasonableness of the results of rational number estimates and/or computations.
Use concrete, pictorial, and symbolic representation for integers.
Select the representation that models one of the arithmetic properties (commutative, associative, or distributive).
Model algebraic expressions using algebra tiles.