Assessment Practices Outcome 5Understand the purpose and value of team tests 
Assessment Practices Outcome 6Develop feedback and expectations for all forms of assessments 
Attend to precisionMathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently and express numerical answers with a degree of precision appropriate for the problem context. 
Board ReportMode of Instruction: Teacherled Purpose: Selfassessment, Collaboration, Discourse Objective: To facilitate meaningful mathematical discourse, students share and view others' solutions at the board. Teacher monitors learning through circulation and analysis of student work on board. Teacher monitors student progress while students selfassess work and increase mathematical discourse. This is recommended for questions with short solutions, not for all questions from a lesson. If a problem requires choosing a tool and setting up an equation with many steps to solve, it is best if teams only report the end solution, or part of the solution.

Build Procedural Fluency from Conceptual UnderstandingOne of the eight Mathematics Teaching Practices from Principles to Actions that needs to be a consistent component of every mathematics lesson. Effective teaching of mathematics builds fluency
with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using
procedures flexibly as they solve contextual and mathematical problems. 
Carousel: Around the WorldMode of Instruction: Teamwork Purpose: Brainstorm Objective: To facilitate meaningful mathematical discourse, students share thinking and generate ideas by viewing multiple rounds of presentations. The teacher monitors learning through posing purposeful questions. Teams explore topics or questions displayed on poster paper around the classroom. After a brief discussion—two or three minutes, teams agree on a written statement to add to the poster. Teams rotate several times to discuss additional topics or questions. Teams read the previous written statements before adding to the list. Teacher monitors and determines when to conclude the activity. A Gallery Walk closure provides students time to read all of the written statements.

Carousel: Index CardMode of Instruction: Teamwork Purpose: Brainstorm Objective: To facilitate meaningful mathematical discourse, students share thinking and generate ideas by viewing multiple rounds of presentations. The teacher monitors learning through posing purposeful questions. Teachers or students write one struggle about learning mathematics including time management, Review and Preview, partner work, teamwork, etc., on separate index cards. The index card rotates to other students that offer suggestions to support the struggles.

Carousel: Station RotationMode of Instruction: Teamwork Purpose: Review Objective: To facilitate meaningful mathematical discourse, students share thinking and generate ideas by viewing multiple rounds of presentations. Teacher monitors learning through posing purposeful questions. Stations include review problems—possibly four to six—placed into a sheet protector. There should be more stations than teams. Teams record written explanations on a prepared sheet—in numerical order—to manage teacher review of work. After teams have completed a written explanation for a station, the paper is submitted to the teacher. Teams rotate to an available station.

Checkpoint Problem These problems have been identified for determining if students are building skills at the expected level. Checkpoint problems are designed to support students in taking responsibility for the development of their own skills. When students find that they need help with these problems, worked examples and practice problems are available in the Checkpoint Problems section at the back of their book. 
Checkpoint Problems These problems have been identified for determining if students are building skills at the expected level. Checkpoint problems are designed to support students in taking responsibility for the development of their own skills. When students find that they need help with these problems, worked examples and practice problems are available in the Checkpoint Problems section at the back of their book. 