To compete successfully in the 21st century and to participate fully as informed global citizens, students must have a deep level of mathematical reasoning and conceptual understanding. Rio School District teachers and administrators believe all students deserve a balanced approach to mathematics supporting their ability to: make sense of problems and persevere in solving problems, construct arguments to defend their reasoning, solve problems with accuracy and efficiency, and understand and model with mathematics.

Students will:

  • Communicate their critical thinking
  • Become effective problem solvers
  • Demonstrate their understanding of mathematics through application in a variety of ways
  • Approach mathematics in a balanced manner to develop critical thinking, problem solving, and computation

The Common Core Standards concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.


These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.

Fawn Nguyen

Teacher on Special Assignment (TOSA)

Stephen Clark

Math Consultant

Math Lessons

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