[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-486755-105":59,"doc-detail-486755-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","njsla-algebra-i-lesson-4-mathematical-practices","NJSLA Algebra I - Lesson 4 - Mathematical Practices","","Lesson 4: Mathematical Practices for NJSLA Algebra I explains how the Standards for Mathematical Practice support students’ habits of mind across elementary, middle, and high school. It contrasts practice standards with content standards to ensure students understand concepts rather than overrelying on procedures. The document details the eight mathematical practices with examples: making sense and persevering, reasoning abstractly and quantitatively, constructing arguments, modeling, strategic tools, precision, structure, and regularity in repeated reasoning. It also outlines goals, objectives, materials, and classroom procedures for matching practices to problems and discussing methods.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/njsla-algebra-i-lesson-4-mathematical-practices/486755/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/njsla-algebra-i-lesson-4-mathematical-practices/486755.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Standards for Mathematical Practice in this lesson?","Question",{"text":112,"@type":113},"They describe the habits of mind of an excellent math student and guide how students engage with mathematics as they mature in skill and expertise.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the content standards and practice standards relate in instruction?",{"text":117,"@type":113},"Content standards set expectations for understanding, while practice standards help provide a flexible base; the lesson aims to find points where both align in learning tasks.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students do during the lesson procedures?",{"text":121,"@type":113},"Students work in pairs to match mathematical practices to given problems, record their answers, justify their choices, and participate in a whole-group discussion of their findings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},486755,1790833761,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","NJSLA Algebra I Mathematics  \nLesson 4: Mathematical Practices  \nRationale  \n● The Standards for Mathematical Practice describe the habits of mind of an excellent math student and describe ways in which students should engage in mathematics as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years.  \n● The Standards for Mathematical Content are a balanced combination of procedure and understanding. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, and apply the mathematics to practical situations. They may have difficulty explaining the mathematics accurately to other students. The Standards for Mathematical Practice are designed to provide students with a flexible base to work from and to help students develop the ability to step back for an overview or to change course from a known procedure to find a shortcut.  \n● The goal of all instruction in mathematics should be to find the points of intersection between the Standards for Mathematical Content and the Standards for Mathematical Practice. The content standards which set an expectation of understanding are potential \"points of intersection\" between the Standards for Mathematical Content and the Standards for Mathematical Practice.  \nThe Eight Mathematical Practices and Examples  \n1. Make sense of problems and persevere in solving them.  \nMathematically proficient students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves,“Does this make sense?” Students listen to other students’ strategies and are able to make connections between various methods for a given problem.  \n2. Reason abstractly and quantitatively.  \nMathematically proficient students should recognize that a variable represents a specific quantity. They decontextualize by representing and manipulating symbolic representations of a given situation.  \n3. Construct viable arguments and critique the reasoning of others.  \nMathematically proficient students may construct arguments using stated assumptions, definitions, or previous discoveries. They refine their mathematical communication skills as they participate in mathematical discussions using specific cases or counterexamples. They make plausible arguments and compare the effectiveness of others’ arguments.  \nLesson 4: Mathematical Practices Page 1  \n© 2018 Inspired Instruction, LLC. All Rights Reserved.  \n4. Model with mathematics.  \nMathematically proficient students experiment with representing problem situations in multiple ways, most specifically real-world scenarios. Students may model their situations using diagrams, tables, graphs, charts, or formulas. Students should evaluate their results in the context of the situation and reflect on whether their model and their results make sense.  \n5. Use appropriate tools strategically.  \nMathematically proficient students consider the available tools (including estimation and calculators) when solving a problem and decide when certain tools might be helpful.  \n6. Attend to precision.  \nMathematically proficient students develop their communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They calculate accurately and efficiently and use clear definitions in their discussions.  \n7. Look for and make use of structure.  \nMathematically proficient students look closely to discover a pattern or structure. Students review their thoughts and shift perspective in their reasoning when necessary. They see complicated things as single objects or composed of sev","cbCaimAKwzitswpn","https://ap.wps.com/l/cbCaimAKwzitswpn","pdf",225985,"English","# Rationale\n# The Eight Mathematical Practices and Examples\n## 1. Make sense of problems and persevere in solving them\n## 2. Reason abstractly and quantitatively\n## 3. Construct viable arguments and critique the reasoning of others\n## 4. Model with mathematics\n## 5. Use appropriate tools strategically\n## 6. Attend to precision\n## 7. Look for and make use of structure\n## 8. Look for and express regularity in repeated reasoning\n# Goal\n# Objective\n# Materials\n# Procedures\n# Teacher & Teachers’ Aide Observations","[{\"question\":\"What is the purpose of the Standards for Mathematical Practice in this lesson?\",\"answer\":\"They describe the habits of mind of an excellent math student and guide how students engage with mathematics as they mature in skill and expertise.\"},{\"question\":\"How do the content standards and practice standards relate in instruction?\",\"answer\":\"Content standards set expectations for understanding, while practice standards help provide a flexible base; the lesson aims to find points where both align in learning tasks.\"},{\"question\":\"What do students do during the lesson procedures?\",\"answer\":\"Students work in pairs to match mathematical practices to given problems, record their answers, justify their choices, and participate in a whole-group discussion of their findings.\"}]","NJSLA Algebra I - Lesson 4 - Mathematical Practices | PDF",1790807064,18]