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A typical word problem in “Balanced Math” has multiple processes and content standards embedded in the task. There are four dimensions of balance: Mathematical Content, Mathematical Process, Task Type, and Circumstances of Performance.

Representation is a process standard where students use representations to organize, record, and communicate mathematical ideas.

Communication is a process standard where students communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

The purpose of the teacher is to select a problem that is appropriate for their class.  They must establish a classroom environment where their students freely exchange information about ideas in a constructive manner. The teacher’s involvement is minimal. They must resist the tendency to jump in and rescue a student who is struggling.

The rubric is a road map for the students to guide them through the problem. It tells them what is expected.  It is a systematic and a logical way of solving a problem. The rubric is usually presented before the problem so students can focus on the steps and procedures necessary to solve the problem.

Students work individually, with partners, and in groups to assess their work.  They use the rubric to structure their discussions and to help them focus on the steps necessary for solving a problem. 

Systematic reasoning is a defining feature of mathematics. Through the use of reasoning, students learn that mathematics makes sense.

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