Targets for Mth221 (Hasenbank) – FINAL

Problem Solving & Persevering

PS.1 I can use the Explore Simpler Cases problem solving strategy to solve problems.

PS.2 I draw upon problem solving strategies and persevere in solving genuine problems.


R.1 I can change the representation of a problem to help me make progress in solving it.

R.2 I can represent patterns (and other relationships) using T-charts & tables, diagrams, verbal and written descriptions, and symbolic equations.

Looking for Structure & Generalizing

LSG.1 I can recognize and describe how a picture-pattern is changing from instance to instance.

LSG.2 I can find and describe a recursive rule that can be used to extend a pattern.

LSG.3 I can find and describe an explicit rule that can be used to describe a relationship between two linked quantities.


C.1 I can communicate my solutions to mathematical tasks in a clear, convincing, unambiguous manner.

C.2 I can communicate with precision, using mathematical language and syntax correctly.


M.1 I can describe the difference between direct and indirect measurement.

M.2 I can interpret measurements in terms of an iterated base-unit, and can describe characteristics of a unit that make it more or less suitable for use in a given measurement situation.

M.3 I can reason about the relationships between a shape and its boundary (e.g., is it possible to increase area without using more fence?).

M.4 I can measure angles, lengths (including perimeters), areas (including surface areas), and volumes of objects, either directly or indirectly, with a level of precision appropriate to the context.

M.5 I can estimate the measures of angles, lengths, areas, and volumes using common standard units and choose an appropriate unit for measuring a given object.

M.6 I can reason about how different units of measurement impact the numerical value of the measurement (e.g., if I use square centimeters instead of square decimeters to measure area, how will the numerical result change?)


D.1 I can describe, recognize, and give examples of both categorical and numerical data.

D.2 I can correctly identify appropriate measures of center and spread, and appropriate graphical displays, to use with either categorical or numerical data.

D.3 I can calculate, work flexibly with, and demonstrate understanding of statistical measures of center and spread for numerical data, including: mean, median, MAD, and IQR.

D.4 I can construct, interpret, and reason about line plots / dot plots, box-and-whisker plots (including with outliers), stem & leaf charts, bar charts, pictographs, and scaled pictographs.


G.1 I can analyze and classify two dimensional shapes (triangles, quadrilaterals, hexagons) by their properties (side, angle, and symmetry properties).

G.2 I can reason about how scaling a two dimensional figure impacts the perimeter and area of the figure, and how scaling a three dimensional solid impacts the surface area and volume of the solid.

Note: Geometric measurement (e.g. finding perimeters, areas, and volumes) is found under the Measurement cluster of targets.


P.1 I can recognize and generate examples of situations in which a uniform probability model is appropriate and where it is not.

P.2. I can calculate experimental and theoretical probabilities of simple events and interpret the probability in terms of the relative likelihood of the events.

Teaching Mathematics:

T.1 I can describe and apply the “five practices for productive mathematical discussions” to make connections between mathematical ideas.

T.2 I can list the Van Hiele levels for geometric reasoning and describe the essential characteristics of each level.

T.3 I can use the Van Hiele levels to classify student responses and describe learning activities that will help move students from a given level to the next.

Created for Math for Elementary Teachers (F13) by Jon Hasenbank – Ok to use for educational purposes