A. Students look for patterns or structure to model and solve problems. For instance, 6 + 2x = 3 (2 + x) can be solved by the distributive property.

    B. Students talk about how they solve problems by asking questions like, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”

    C. Students use repeated reasoning to understand algorithms and make generalizations about patterns. For example, they may notice that a/b ÷ c/d = ad/bc.

    D. Students will understand the meaning of the NUMBER or VARIABLE in the problem as well as know how to use SYMBOLS to perform operations in a math problem.

    E. Students continue to simplify their mathematical communication skills by using clear and precise language.

    F. Students use written explanations along with expressions, equations, inequalities, models, graphs, tables, and other data displays to explain
    their thinking.

    G. Students use available TOOLS including ESTIMATION and TECHNOLOGY to solve problems.

    H. Students model problems symbolically, graphically, numerically, and contextually.