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Ohio Graduation Test in Mathematics

Mathematical Processes Standard

CT4ME has identified resources related to each benchmark of the Ohio Mathematics Academic Content Standards that students should have mastered by the end of the grades 8-10 program.

Mathematical Processes are embedded in OGT questions. "Throughout the five content standards, students will use mathematical processes, including reasoning, communication and representation skills, and appropriate technology within problem-solving situations" (Ohio Mathematics Academic Content Standards, 2001, p. 2).

On this page, you will find benchmarks (A-H) for this standard, followed by additional Web resources for addressing the Mathematics Processes Standard.

Students should be able to review on their own using these resources. If you are not an Ohio educator, these resources can still benefit your test prep efforts, as benchmarks in other states are similarly stated.

Other strand resources:

[ Number, Number
Sense, and Operations ] [ Measurement ]
[ Geometry and
Spatial Sense ] [ Patterns,
Functions, and Algebra ] [ Data
Analysis and Probability ] [ **Mathematical
Processes** ]

There are eight standards for mathematical practice within the Common Core State Standards (CCSS) for Mathematics (2010):

- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.

The Ohio Department of Education (ODE Mathematics Crosswalk, 2010) compared its benchmarks for this strand for grade band 8-10 to the mathematical practices within the CCSS for Mathematics. These are shown below each benchmark A-H in the following list. The ODE Mathematics Crosswalk showed no comparison for benchmarks A and B, however. CT4ME.net suggested those for benchmarks A and B.

A. Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaining this information, and set limits for acceptable solution.

CCSS Practices: Model with mathematics; Use appropriate tools strategically; and Make sense of problems and persevere in solving them.

B. Apply mathematical knowledge and skills routinely in other content areas and practical situations.

CCSS Practices: Model with mathematics; and Use appropriate tools strategically.

C. Recognize and use connections between equivalent representations and related procedures for a mathematical concept; e.g., zero of a function and the x-intercept of the graph of the function, apply proportional thinking when measuring, describing functions, and comparing probabilities.

CCSS Practice: Reason abstractly and quantitatively.

D. Apply reasoning processes and skills to construct logical verifications or counter-examples to test conjectures and to justify and defend algorithms and solutions.

CCSS Practice: Construct viable arguments and critique the reasoning of others.

E. Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas.

CCSS Practice: Reason abstractly and quantitatively.

F. Use precise mathematical language and notations to represent problem situations and mathematical ideas.

CCSS Practices: Construct viable arguments and critique the reasoning of others, and Attend to precision.

G. Write clearly and coherently about mathematical thinking and ideas.

CCSS Practices: Construct viable arguments and critique the reasoning of others, and Attend to precision.

H. Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner.

CCSS Practice: Construct viable arguments and critique the reasoning of others.

MATHmodels.org has contests and problems on math modeling for high school and undergraduate learners. “Mathmodels is COMAP’s new modeling forum. On this site, students and faculty will find a wide range of interesting contemporary modeling problems. Teachers can assign problems. Students can choose to work on problems based on math topic and application area” (About MATHmodels section).

**Are you ready for the test?**

Don't forget to review and complete the Six Steps for Success, including the full online practice tests.

Common Core State Standards for Mathematical Practice (2010). http://www.corestandards.org/Math/Practice

*Ohio Mathematics Academic Content Standards (2001). http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicID=1696&TopicRelationID=1704 [URL is no longer active.]

Ohio Mathematics Academic Content Standards Crosswalk, K-8 and High School (2010). https://web.archive.org/web/20180206120934/http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Transition-Tools-Ohio-s-New-Learning-Standards-K-1/Alignment-Toolkit-Phase-1-Gap-Analysis/HS-crosswalk-mathematics-4-17-12.pdf.aspx [Revised 4/17/2012].

*Note 2019: The current academic content standards for mathematics are now available at http://education.ohio.gov/Topics/Learning-in-Ohio/Mathematics/Ohio-s-Learning-Standards-in-Mathematics

See other strand resources:

[ Number, Number
Sense, and Operations ] [ Measurement ]
[ Geometry and
Spatial Sense ] [ Patterns,
Functions, and Algebra ] [ Data
Analysis and Probability ] [ **Mathematical
Processes** ]

See related pages: [ Standardized Test Preparation and Tips for Success (first page)] [ OGT Introduction ]