As students develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of measure and stating the meaning of the symbols they choose. For instance, they use appropriate labels when creating a line plot.

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# As students develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning

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### Related standards

- This standard is part of: 6
- This standard is derived from: Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning

#### Similar standards in other grades

Students communicate using mathematically correct definitions in their own reasoning and in discussions with others. They state the meaning of symbols they choose, specify units of measure, and label axes in order to clarify the correspondence with quantities in a problem. Students accurately and efficiently calculate. They express numerical answers with the degree of precision appropriate for the problem context.

Students continue to refine their mathematical communication and reasoning skills by using clear language in their discussions with others. Students define variables, including their relationship, specify units of measure, and label each axis accurately. Students use appropriate terminology when referring to rates, ratios, geometric figures, data displays, and components of expressions, equations or inequalities. Students use appropriate symbols, labels, and units of measure when solving problems with calculations that are accurate and efficient. The answer to the problem matches what was asked in the problem.

As kindergarteners begin to develop their mathematical communication skills, they try to use clear and precise mathematical vocabulary in their discussions with others and in their own reasoning. Students learn to attend to the shapes of numbers, quickly recognize quantities (subitizing), and simple drawings to show their work.

#### Similar standards elsewhere

Communicate precisely to others. Use explicit definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose. Specify units of measure and label axes to clarify the correspondence with quantities in a problem. Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, expressing numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school, they have learned to examine claims and make explicit use of definitions.

Communicate precisely to others. Use explicit definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose. Specify units of measure and label axes to clarify the correspondence with quantities in a problem. Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussions with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, and express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students provide carefully formulated explanations to each other. By the time they reach high school, they can examine claims and make explicit use of definitions.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.