• The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, computer programs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

     

    (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

     

    (A) apply mathematics to problems arising in everyday life, society, and the workplace;

     

    (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

     

    (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

     

    (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

     

    (E) create and use representations to organize, record, and communicate mathematical ideas;

     

    (F) analyze mathematical relationships to connect and communicate mathematical ideas; and

     

    (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

     

    Continue with the "example" button to see how the process standards are infused into an assessment item...

    Example button

Texas Performance Standards Project Web Site

  • The Texas Performance Standards Project (TPSP) is a resource for providing differentiated instruction opportunities for all students. The TPSP provides a coherent package of standards, curriculum, and assessments from kindergarten through high school.

     

    http://www.texaspsp.org/