id: 06191354
dt: j
an: 2013d.00124
au: Polly, Drew; Orrill, Chandra
ti: CCSSM: examining the critical areas in grades 5 and 6.
so: Teach. Child. Math. 18, No. 9, 566-573 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: B73 D33 D53 F93
ut: state standards; instructional program divisions; mathematical concepts;
grade 5; grade 6; word problems; problem solving; elementary school
students; selection; educational strategies; difficulty level
ci:
li: http://www.nctm.org/publications/article.aspx?id=33160
ab: From the text: Cognitively demanding tasks are at the heart of the
implementation of the common core state standards in mathematics. As
with all the grades, teachers of grades 5 and 6 are challenged to use
tasks that simultaneously address the grade-level standards as well as
the standards for mathematical practice (SMP). Cognitively demanding
tasks require students to examine a mathematical situation, find an
entry point to begin their exploration, and apply their understanding
of mathematical concepts to find and justify their solutions. In this
article, the authors present two examples that teachers of grades 5 and
6 can use to leverage cognitively demanding tasks with the intention of
integrating the grade-level standards and the SMP. They will also
discuss the progression of the content standards domains in grades 5
and 6.
rv: