## CPM Glossary

Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z |

**ALL**

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## Listening Post
In teams, two team members are mathematicians and two team members are observers. Team Member (1) and Team Member (2) problem solve, sharing explanations aloud. Team Member (3) listens to Team Members (1) and (2) and asks clarifying questions, as needed. Team Member (4) records observations about explanations and attitudes of participants, but Team Member (4) remains silent throughout the activity. After the assigned time—15 minutes—Team Member (4) shares notes and observations. Team Members (1), (2), and (3) may share their perspectives, as well. Variations of this activity include multiple rounds with the roles rotated to other members. Team Member (1) and Team Member (2) work on a math problem, explaining aloud. Team Member (3) listens and may ask clarifying questions. Team Member (4) only records what is discussed and verbalized—observes body language, team norms, or another focus area. After 15 minutes, Team Member (4) shares notes and observations.
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## Literacy TabA section in the Teacher tab of the Navigation Bar in the eBook that gives teachers strategies to support students struggling with the English language, specifically reading and writing; includes Introduction, Literacy Guide, Student Strategies, Team Strategies, and Reading Strategies. | |

## Look for and express regularity in repeated reasoningMathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation ( | |

## Look for and make use of structureMathematically proficient students look closely to discern a pattern or structure. Students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression | |

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## Make sense of problems and persevere in solving themMathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. | ||

## Mastery Over TimeCPM's Mixed, Spaced Practice provides students an opportunity to achieve conceptual understanding over time. Students must have the opportunity to engage meaningfully with and make sense of concepts before they are expected to have mastery. | |

## Math Chat
Students participate in the silent activity to reflect, summarize ideas, generate ideas, assess learning, or solve problems. Display posters with one topic or concept on each poster. Students use a writing utensil and circulate to each poster. Student (1) adds one brief note or explanation to the poster. Time for activity varies depending on the topic. You may want to consider using a timer to help pace the time at each poster. Display posters with one topic or concept per poster. Student has one writing utensil. Silently, Student (1) circulates to each poster, writing a brief note or explanation on each one. After rotation is complete, students return to seats.
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## Math NotesAppearing routinely throughout the text, Math Notes consolidate core content ideas, provide definitions, explanations, examples, instructions about notation, formalizations of topics, and occasionally interesting extensions or applications of mathematical concepts. These boxes enable students to reference ideas that they missed or have forgotten. | |

## Mathematical Content Outcome 1Experience team-worthy math problems | ||