Illustrative Mathematics

A pair of students alternately draws two cards. They should be named ALIKE or DIFFERENT between the two cards. Then draw the next two cards and repeat this process until the remaining cards are gone

In a competitive game, students who can name attributes first can hold the cards and students who win the most cards at the end of the game will win. Because these attributes may depend on the orientation of the card, in this version the students should sit side by side.

The language used by students is informally suitable for kindergarten students (eg "This is a curve, not this", "This has more corners", "They pointed out"

Mathematical practice standards focus on the nature of learning experience by focusing on thinking processes and customs that students need to develop in order to deeply and flexibly understand mathematics. Some challenges help students show certain habits. The habit that can be observed during the mission is determined by the way teachings are taught. Tasks may be related to multiple practices, but they only deeply discuss one practice connection. There is a possibility to discuss secondary possible connections, but the details are not the same

This special task is very carefully associated with the first part of Mathematical Practice Standard 3 and constitutes an executable discussion. Students work in pairs and receive two cards in turn. These cards have various forms of pictures. Ask students to explain the similarities and differences between the two forms. This kind of work builds the foundation for the interpretation of art and leads to "criticism of others' reasoning." Before students criticize others' reasoning, they must be satisfied with the evidence to support their own ideas. For example, a kindergarten student may explain, "I know that shape has a straight edge and the second shape is bent." Discuss. This kind of mathematical conversation in the classroom is built by joint problem solution and dialogue.

There are many possible solutions to this game. All solutions generated by children need to be evaluated according to their reasoning, such as "These are the same ..." or "These are different ...".

Empirical mathematics: Teach the state, evaluation alliance, test company, and course developer to explain the extent and type of mathematical work experienced by the students in faithfully performing common core state standards I will. Www.illustrativemathematics.org Progress document on Common Core Mathematical Standards: A narrative document explaining the progress of topics at multiple grade levels. Http://math.arizona.edu/~ime/progressions/ Publishers Criteria for Mathematics: Standards for coordination of teaching materials for CCSS. This document is based on CCSSM's two principle evidence-based design principles, priorities and consistency, by publishers and course developers, as well as state and school districts designing, evaluating and selecting documents or modifying existing materials We are aiming at guidance when doing.

A generous illustration written in an informal way filled with examples from everyday life is an excellent and tiring intuition to mathematical modeling ideas and methods. It explains how mathematics can be used to develop and solve puzzles observed in nature, and to explain solutions. In the process, I will tell you topics such as estimating art and scale effect, especially what happens when things get bigger. The reader is aware of symbiotic relationships between basic scientific principles and their mathematical expressions as well as nature such as cloud formation, halo and glory, tree height and leaf patterns, butterflies and moth feathers, even puddles I will learn about a deeper understanding of the phenomenon. . And mud crack

Last year, a seminar called "Explanation of Mathematics" at the Institute of Mathematical and Computational Experiments (ICERM) gathered a group of eclectic mathematicians and practitioners of digital art to celebrate the golden age of mathematical visualization. Of course, visualization was the heart of mathematics since Pythagoras, but it seems that you first opened your own seminar. The atmosphere is electricity. The scope of the lecture is wide and has applied mathematics in the field of design to creative thinkers, examples of pure mathematical findings found through computer experiments and visualization. We clarify the power of visualization in mathematics learning and sharing.