## SMP-8: attend to precision #LL2LU

We want every learner in our care to be able to say

I can attend to precision.
(CCSS.MATH.PRACTICE.MP6)

But what if I can’t attend to precision yet? What if I need help? How might we make a pathway for success?

Level 4:
I can distinguish between necessary and sufficient conditions for definitions, conjectures, and conclusions.

Level 3:
I can attend to precision.

Level 2:
I can communicate my reasoning using proper mathematical vocabulary and symbols, and I can express my solution with units.

Level 1:
I can write in complete mathematical sentences using equality and inequality signs appropriately and consistently.

How many times have you seen a misused equals sign? Or mathematical statements that are fragments?

A student was writing the equation of a tangent line to linearize a curve at the point (2,-4).  He had written:  y+4=3(x-2)

And then he wrote:

He absolutely knows what he…

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## SMP-8: look for and express regularity in repeated reasoning #LL2LU

The levels are a perfect way to see student growth using the Math Best Practices.

We want every learner in our care to be able to say

I can look for and express regularity in repeated reasoning. (CCSS.MATH.PRACTICE.MP8)

But what if I can’t look for and express regularity in repeated reasoning yet? What if I need help? How might we make a pathway for success?

Level 4
I can attend to precision as I construct a viable argument to express regularity in repeated reasoning.

Level 3
I can look for and express regularity in repeated reasoning.

Level 2
I can identify and describe patterns and regularities, and I can begin to develop generalizations.

Level 1
I can notice and note what changes and what stays the same when performing calculations or interacting with geometric figures.

What do you notice? What changes? What stays the same?

Can we use CAS (computer algebra system) to help our students practice look for and express regularity in…

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