GuessandCheckWhy isthattrue?Use appropriatesymbols,vocabulary, andlabeling toeffectivelycommunicate andexchange ideasDoes youranswer seemreasonable?Why or whynot?How manystudents willbe in eachgroup?1/4 = 0.25fractions anddecimals taughttogether - not inisolationWorkbackwardHave youcomparedyour workwith anyoneelse’s?Why didyou decideto use thismethod?Convert situationsinto symbols toappropriately solveproblems as well asconvert symbolsinto meaningfulsituationsStay with aproblem formore thanone attemptJustify andexplain, withaccurate languageand vocabulary,why theirsolution is correct.Can youdescribe yourmethod to usall? Can youexplain why itworks?problemsolvingHow manycupcakes dowe need forour classparty?ReasoningConstructa tableWhat do youknow that isnot stated inthe problem?Communicatetheirreasoning andsolution toothers.The symbols andprocedures ofmath and theconceptual ideathat the symbolismrepresents is amath connection.Solvesimilar butsimplerproblemnumberCan youmake amodel toshow that?Compare andcontract varioussolution strategiesand explain thereasoning ofothers.3squared= 3x3 = 9GuessandCheckWhy isthattrue?Use appropriatesymbols,vocabulary, andlabeling toeffectivelycommunicate andexchange ideasDoes youranswer seemreasonable?Why or whynot?How manystudents willbe in eachgroup?1/4 = 0.25fractions anddecimals taughttogether - not inisolationWorkbackwardHave youcomparedyour workwith anyoneelse’s?Why didyou decideto use thismethod?Convert situationsinto symbols toappropriately solveproblems as well asconvert symbolsinto meaningfulsituationsStay with aproblem formore thanone attemptJustify andexplain, withaccurate languageand vocabulary,why theirsolution is correct.Can youdescribe yourmethod to usall? Can youexplain why itworks?problemsolvingHow manycupcakes dowe need forour classparty?ReasoningConstructa tableWhat do youknow that isnot stated inthe problem?Communicatetheirreasoning andsolution toothers.The symbols andprocedures ofmath and theconceptual ideathat the symbolismrepresents is amath connection.Solvesimilar butsimplerproblemnumberCan youmake amodel toshow that?Compare andcontract varioussolution strategiesand explain thereasoning ofothers.3squared= 3x3 = 9

Mathematical Practices - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Guess and Check
  2. Why is that true?
  3. Use appropriate symbols, vocabulary, and labeling to effectively communicate and exchange ideas
  4. Does your answer seem reasonable? Why or why not?
  5. How many students will be in each group?
  6. 1/4 = 0.25 fractions and decimals taught together - not in isolation
  7. Work backward
  8. Have you compared your work with anyone else’s?
  9. Why did you decide to use this method?
  10. Convert situations into symbols to appropriately solve problems as well as convert symbols into meaningful situations
  11. Stay with a problem for more than one attempt
  12. Justify and explain, with accurate language and vocabulary, why their solution is correct.
  13. Can you describe your method to us all? Can you explain why it works?
  14. problem solving
  15. How many cupcakes do we need for our class party?
  16. Reasoning
  17. Construct a table
  18. What do you know that is not stated in the problem?
  19. Communicate their reasoning and solution to others.
  20. The symbols and procedures of math and the conceptual idea that the symbolism represents is a math connection.
  21. Solve similar but simpler problem
  22. number
  23. Can you make a model to show that?
  24. Compare and contract various solution strategies and explain the reasoning of others.
  25. 3 squared = 3x3 = 9