Discuss Assess and critically evaluate a mathematical idea, conjecture, problem-solving strategy, method, demonstration, etc. Example: Two painters use two cans of paint to paint a fence. Next you use the same kind of paint to paint a fence that is twice as long and twice as high. One says they will need twice to paint the fence. Whether the artist is right and gives reasons to support your answer.
Extend the domain to generalize that apply the results of mathematical thinking and problem solving through the restatement of results in a more general and more applicable. Example: Given the pattern 1, 4, 7, 10, … Describes the relationship between each term and the next and indicates the next term to 61. Connect new knowledge with existing knowledge, making connections between different elements of knowledge and related representations, linking related mathematical ideas or objects. Integrate synthesize or combine mathematical procedures (different) to establish results; combine results to arrive at a further result. Example: Solve a problem which must first obtain one of the key information in a table.
Solve unusual problems. Solve problems in contexts framed mathematical or real life it is very unlikely that the students have found similar items, apply mathematical processes in unfamiliar contexts. Example: In a country the people write the numbers as follows: 11 what they write? MF, 42's and 26's MFN NNFF. How do you write 37? Show justify or provide evidence of the validity of an action or truth of a statement by reference to properties or results mathematicians develop mathematical arguments to prove the truth or falsity of statements, given the relevant information.