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Everybody on the Move!

Grade 2, Mathematics

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Description of Unit

In this task, students explore daily activities and their impacts on physical fitness. Students use mathematics skills such as measurement, counting, addition, contextual multiplication, data analysis and graphing to identify areas for change in their personal lives. Students gain awareness about the role of exercise in maintaining health and learn about initiatives such as the President’s Active Lifestyle Challenge (PALA+) and what each individual can do to support healthy choices. Student learning culminates in the design of an intervention aimed at increasing physical activity. These interventions could be one of the following products:

  • a new physical fitness plan and accompanying marketing kit,
  • an original game or sport,
  • an invention that creates a new piece of physical fitness equipment or significantly builds on an existing device, or
  • a new mode of personal transportation that increases the user’s physical activity on a daily basis.

This guide links the Everybody on the Move! unit to the Texas Essential Knowledge and Skills (TEKS) for Mathematics and Health Education for second graders. Everybody on the Move! is a mathematics unit that allows students to study physical fitness patterns in their daily routines. Everybody on the Move! also has interdisciplinary connections to English Language Arts, Social Studies, and Science disciplines. For example, students will conduct research and compose a variety of texts, as outlined in the English Language Arts and Reading TEKS, develop concepts of time and chronology, as described in the Social Studies TEKS, and develop inquiry and informed decision-­making processes as outlined in the Science TEKS. The following document includes the applicable TEKS and the details of the Everybody on the Move! unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce students to how mathematics can be used as a tool to describe distances, times, units of measure, and quantities. In small groups, ask students to measure their smallest unit of regular forward movement (e.g., their strides) using standard units of measure. Write down that number at the top of the attached Data Collection Sheet.
  2. Ask students to brainstorm alternate units for measuring the distance (e.g. number of bottle caps, number of footballs). Lead the class in a discussion on how standard units of measure help to clarify communication and review units for distances such as centimeters, meters, kilometers, inches, feet, yards, and miles. Also review units of measurement for time such as seconds, hours, and minutes.
  3. Post a large number line at the front of the room. Divide students into three groups: A, B, and C. Ask Group A to move from one corner of the classroom to the other, counting paces. Plot the numbers along the number line in one color of marker. Ask group B to move halfway across the room and plot their paces. Ask group C to move all the way across the room and then move back halfway and plot their paces. Question students on how each groups’ numbers are related and how we might predict what would happen if group C finished moving the rest of the length of the room? How might students explain mathematically what is happening to the numbers? For instance, why do the numbers continue to increase, even when a group moves backwards across the space?
  4. Introduce students to technological devices used to track distances such as pedometers and GPS devices and how tracking quantities of movement forms a key part of a personal fitness plan. You may wish to read students a book on personal fitness and health such as:
    • The Busy Body Book: A Kid's Guide to Fitness by Lizzy Rockwell
    • Albert the Running Bear's Exercise Book by Barbara Isenberg & Marjorie Jaffe
    • Dudley: The Little Terrier That Could by Stephen Green­‐Armytage
    • Murphy Meets the Treadmill by Harriet Ziefert
  5. Invite a guest speaker into the class such as personal trainer, athlete, or sports medicine expert. AND/OR
    Take a field trip to a local gym and ask students to observe and describe cardiovascular workout equipment such as treadmills, stationary bicycles, and elliptical trainers. How might students describe these pieces of equipment using mathematics terminology (e.g., the treadmill helps people add steps to their daily total)?
  6. Over a period of a week ask students to take measurements of the following four activities using the attached Data Collection Sheet:
    • How far does the student travel each day through moving their bodies using their muscles, instead of by vehicles or electronic means (students can count in paces and convert to standard units of measurement using their stride length)
    • How far does the student travel in a day by vehicle?
    • How much of the student’s time in a day is spent sitting and sleeping?
    • How much of the student’s time in a day is spent doing some sort of movement or fitness activity?

    Students may want to present their findings by constructing bar graphs that describe the data for each day of the week.
  7. Introduce students to the President’s Active Lifestyle Challenge (PALA+) at https://letsmove.obamawhitehouse.archives.gov/ and the goal of increasing movement activities during the day. The student objective during the independent research process is to discover ways to increase physical activity in each student’s daily routine.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. In small groups, students should brainstorm a list of ideas for how they might increase their time spent moving physically. Students should seek a balance of what they love doing with their new fitness goals. For instance, if a student enjoys video games, how might that student still participate in those games, but also be physically active at the same time? Students may wish to complete the Activity Inventory to identify areas for change. Student topics should focus on studying changes to one of the following areas:
    • their daily choices and behaviors,
    • the mechanics/structure of their activities (e.g., how a game is played), or
    • a technological change to either a mode of transportation or new type of fitness equipment.
  2. Asking guiding questions. Each student creates a KWHL chart. Encourage the students to include questions like, “In what ways might this activity be modified to increase physical movement, while still being enjoyable and safe? During what time periods of the day am I most active? Which time periods— during the period from when I wake up to when I go to sleep— have the least amount of physical activity? What are the activities of my friends and how might we increase our physical fitness as a group? What safety precautions need to be taken with a fitness plan, game, or mode of personal transportation?”
  3. Creating a research proposal. Brainstorm with students how to find the answers to the questions in their W and H columns.
  4. Conducting the research. Collaborate with the librarian to provide books and/or websites with visuals that students can access with help. Analyze current sports activities and games to determine how they are played (game mechanics). Review methods of personal transportation that use physical movement to provide forward motion (e.g., bicycles, scooters, skateboards, roller skates, rowboats). Observe individuals using fitness equipment. Student can interview personal trainers, the physical fitness instructor, or other mentors with expertise in the field. Conduct a survey of peers related to which physical fitness activities are the most enjoyable and why.
  5. Proposing solutions. Each student gathers his/her research and designs a product to be used as an intervention.

B. The product

Each student within the group should develop ONE of the following products:

  1. A public service announcement for a new plan to help kids increase their physical fitness activities
  2. A new game, sport, or altered activity that increases physical fitness. Predict how this game will increase movement and use mathematics terms to describe your findings
  3. An invention such as a new piece of fitness equipment or a new method of transportation that increases physical fitness

Use mathematics terms to describe the nature of the problem, make predictions on the impact of the intervention (i.e., the plan, game, or invention), and indicate how the intervention will be marketed and sold to students and parents. Each product should also list safety considerations.

C. Communication

Each group presents their concept for a physical fitness intervention (i.e., fitness plan, sport/game, or invention) to classmates using appropriate vocabulary. The group should take questions or comments at the end of the presentation.

D. A completed project consists of:

  1. Completed data collection chart and bar graphs illustrating areas for change
  2. A KWHL chart
  3. Notes for the student’s plan or design
  4. The product (PSA, prototype of game/activity, etc.)
  5. A poster describing the design, complete with charts describing its merits
  6. Videotape or audiotape of the presentation, including the Q&A session

This unit may address the following TEKS.

110.4., English Language Arts and Reading, Grade 2, Adopted 2017

110.4(b)(1)(E)
develop social communication such as distinguishing between asking and telling.
110.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.4(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.4(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.4(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.4(b)(6)(G)
evaluate details read to determine key ideas;
110.4(b)(6)(H)
synthesize information to create new understanding
110.4(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
110.4(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.4(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.4(b)(9)(D)(iii)
organizational patterns such as chronological order and cause and effect stated explicitly;
110.4(b)(9)(F)
recognize characteristics of multimodal and digital texts.
110.4(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.4(b)(11)(B)(ii)
developing an idea with specific and relevant details;
110.4(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.4(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.4(b)(13)(B)
develop and follow a research plan with adult assistance;
110.4(b)(13)(E)
demonstrate understanding of information gathered;
110.4(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.4, Mathematics, Grade 2

111.4(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.4(b)(2)
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
111.4(b)(6)
Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
111.4(b)(7)
Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
111.4(b)(9)
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time.
111.4(b)(10)
Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.

112.13, Science, Grade 2

112.13(b)(2)
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations.
112.13(b)(6)
Force, motion, and energy. The student knows that forces cause change and energy exists in many forms.
112.13(b)(9)
Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment.

113.13, Social Studies, Grade 2

113.13(b)(2)
History. The student understands the concepts of time and chronology.
113.13(b)(3)
History. The student understands how various sources provide information about the past and present.
113.13(b)(17)
Science, technology, and society. The student understands how science and technology have affected life, past and present.
113.13(b)(18)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.13(b)(19)
Social studies skills. The student communicates in written, oral, and visual forms.
113.13(b)(20)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

115.14., Health Education, Grade 2, Adopted 2020

115.14(b)(1)
Physical health and hygiene--body systems. The student examines the structure, function, and relationships of body systems and their relevance to personal health. The student is expected to describe ways to protect the five senses such as wearing sunglasses or using a safe volume setting on audio devices.
115.14(b)(2)
Physical health and hygiene--personal health and hygiene. The student understands health literacy, preventative health behaviors, and how to access and evaluate health care information to make informed decisions. The student is expected to:
115.14(b)(3)
Mental health and wellness--social and emotional health. The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to:
115.14(b)(4)
Mental health and wellness--developing a healthy self-concept. The student develops the capacity for self-assessment and evaluation, goal setting, and decision making in order to develop a healthy self-concept. The student is expected to:
115.14(b)(4)(B)
define personal growth and identify areas for one's personal growth;
115.14(b)(4)(C)
list the steps and describe the importance of goal setting and task completion.
115.14(b)(7)
Healthy eating and physical activity--nutrition and physical activity literacy. The student obtains, processes, and understands basic physical activity and nutrition information needed to make health-promoting decisions. The student is expected to identify various media that provide health information and how media can influence an individual's health choices such as television advertisements for fast foods and breakfast cereals.

128.4., Spanish Language Arts and Reading, Grade 2, Adopted 2017

128.4(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
128.4(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.4(b)(1)(C)
share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
128.4(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others
128.4(b)(1)(E)
develop social communication such as distinguishing between asking and telling.
128.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.4(b)(3)(C)
use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words;
128.4(b)(3)(D)
identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
128.4(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.4(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.4(b)(6)(B)
generate questions about text before, during, and after reading to deepen understanding and gain information;
128.4(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.4(b)(6)(G)
evaluate details read to determine key ideas;
128.4(b)(6)(H)
synthesize information to create new understanding
128.4(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
128.4(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
128.4(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.4(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.4(b)(9)(D)
recognize characteristics and structures of informational text, including:
128.4(b)(9)(D)(i)
the central idea and supporting evidence with adult assistance;
128.4(b)(9)(D)(ii)
features and graphics to locate and gain information
128.4(b)(9)(D)(iii)
organizational patterns such as chronological order and cause and effect stated explicitly;
128.4(b)(9)(F)
recognize characteristics of multimodal and digital texts.
128.4(b)(11)(B)(ii)
developing an idea with specific and relevant details;
128.4(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.4(b)(11)(D)(i)
complete sentences with subject-verb agreement;
128.4(b)(11)(D)(ii)
past, present, and future verb tense, including the difference between ser and estar;
128.4(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.4(b)(11)(D)(iv)
adjectives, including articles;
128.4(b)(11)(D)(v)
adverbs that convey time and adverbs that convey place;
128.4(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.4(b)(11)(D)(vii)
pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.4(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects and predicates;
128.4(b)(11)(D)(x)
punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences
128.4(b)(11)(D)(ix)
capitalization of proper nouns and the salutation and closing of a letter;
128.4(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.4(b)(12)(B)
compose informational texts, including procedural texts and reports
128.4(b)(13)(A)
generate questions for formal and informal inquiry with adult assistance;
128.4(b)(13)(B)
develop and follow a research plan with adult assistance;
128.4(b)(13)(C)
identify and gather relevant sources and information to answer the questions;
128.4(b)(13)(D)
identify primary and secondary sources;
128.4(b)(13)(E)
demonstrate understanding of information gathered;
128.4(b)(13)(G)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.

Social Studies:

SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.II.D.1
Interpret multiple representations of equations, inequalities, and relationships.
M.II.D.2
Convert among multiple representations of equations, inequalities, and relationships.
M.II.A.1
Explain the difference between expressions and equations.
M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.D
Real-world problem solving
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2
Evaluate the problem-solving process.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.3
Determine a solution.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
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