Reason abstractly and quantitatively.
Standard detail
CCSS.Math.Practice.MP2
Standard
Depth 1Parent ID: FDC5A01F9E264E52B019C60F462995D1Standard set: High School — Algebra
Original statement
Quick facts
- Statement code
- CCSS.Math.Practice.MP2
- List ID
- 2.
- Standard ID
- FCC1E657C0E14E2FA3AFF7088FB3C34F
- ASN identifier
- S2366907
- Subject
- Common Core Mathematics
- Grades
- 09, 10, 11, 12
- Ancestor IDs
- FDC5A01F9E264E52B019C60F462995D1
- Source document
- 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.