ISM.MATH.1.D

Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Independent Study in Mathematics · Texas Essential Knowledge and Skills (TEKS) · TEKS 2012

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Vocabulary
mathematical ideasreasoningimplicationsrepresentationssymbolsdiagramsgraphslanguage
Skills
  • communicate (mathematical ideas and reasoning) #dok2
  • explain (implications of mathematical reasoning) #dok3
  • use (multiple representations such as symbols, diagrams, graphs, and language) #dok2
  • translate (information among symbols, diagrams, graphs, and language) #dok2
  • justify (mathematical statements using representations) #dok3
Learning Targets
  • I can identify and use symbols, diagrams, graphs, and language as ways to represent mathematical ideas. #dok1
  • I can communicate my mathematical reasoning using different representations such as symbols, diagrams, graphs, and language. #dok2
  • I can select appropriate representations to clearly convey mathematical ideas. #dok2
  • I can organize information with diagrams, graphs, or symbols to support my reasoning. #dok2
  • I can explain the implications of my mathematical reasoning using representations. #dok3
  • I can justify my mathematical arguments using multiple forms of representation. #dok3
Big Ideas
  • Mathematical understanding is deepened through the use of multiple representations.
  • Effective communication of mathematical reasoning requires translating ideas between symbols, diagrams, graphs, and language.
Essential Questions
  • How can using symbols, diagrams, graphs, and language help you communicate your mathematical ideas?
  • What makes one type of representation more effective than another in sharing your reasoning?
  • How do multiple representations support understanding complex mathematical problems?
  • How can you translate a mathematical idea from one form of representation to another?
  • Why is it important to use precise language and representations when communicating mathematical thinking?