SMP #6 Attend to Precision
The North Carolina Unpacked Standards provide a summary statement about the SMPs for each grade level:
Kindergarten: Mathematically proficient students in Kindergarten are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Kindergarten describe their actions and strategies clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects iteratively (repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of solutions.
1st Grade: Mathematically proficient students in Grade 1 are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Grade 1 describe their actions and strategies clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects iteratively (repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of solutions.
2nd Grade: Mathematically proficient students in Grade 2 are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Grade 2 communicate clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects iteratively (repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of solutions.
3rd Grade: Mathematically proficient students in Grade 3 consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper to find all the possible rectangles that have a given perimeter. They compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles.
4th Grade: Mathematically proficient students in Grade 4 consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper or a number line to represent and compare decimals and protractors to measure angles. They use other measurement tools to understand the relative size of units within a system and express measurements given in larger units in terms of smaller units.
5th Grade: Mathematically proficient students in Grade 5 continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to expressions, fractions, geometric figures, and coordinate grids. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring out the volume of a rectangular prism they record their answers in cubic units.
InsideMathematics has video exemplars of SMP #6 in lessons from 5th and 6th grade classrooms. See also the video example below.
Thinkmath.edc.org has a discussion about SMP#6 as does Wisconsin.
The videos below show examples of this SMP in action.
Noristown Unified School District in Pennsylvania has published some outstanding newsletters which focus on each of the Standards for Mathematical Practice. SMP Newsletter #6 can be found here.
