2. Reason abstractly and quantitatively.

How are second and third grade teachers helping their students reason abstractly and quantitatively?

How can students be helped to:

  • make sense of quantities and their relationships in problem situations?
  • decontextualize — to abstract a given situation?
  • represent a problem symbolically?
  • manipulate the representing symbols as if they have a life of their own?

The CCSS states:
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.

What are you doing to help students develop this practice? What makes it hard? What challenges are you encountering?