Reason abstractly and quantitatively.
Standard detail
CCSS.Math.Practice.MP2
Standard
Depth 1Parent ID: 6411436E2E104C7B9BED26A3BE83FDCEStandard set: High School — Geometry
Original statement
Quick facts
- Statement code
- CCSS.Math.Practice.MP2
- List ID
- 2.
- Standard ID
- B2D0761552F041909225B60A980F4B1F
- ASN identifier
- S2554022
- Subject
- Mathematics (2010-)
- Grades
- 09, 10, 11, 12
- Ancestor IDs
- 6411436E2E104C7B9BED26A3BE83FDCE
- Exact matches
- Source document
- New Mexico Common Core State Standards for Mathematics (2010)
- License
- CC BY 3.0 US
- Dataset notes
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.