## 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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## Mathematics Teaching PracticesResearch indicates that these eight practices need to be consistent components of every mathematics lesson - Establish Mathematics Goals to Focus Learning
- Implement Tasks that Promote Reasoning and Problem Solving
- Use and Connect Mathematical Representations
- Facilitate Meaningful Mathematical Discourse
- Pose Purposeful Questions
- Build Procedural Fluency from Conceptual Understanding
- Support Productive Struggle in Learning Mathematics
- Elicit and Use Evidence of Student Thinking
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## Micro Lab ProtocolA reading strategy where group members read a text and then share individually for two minutes while other members listen attentively without comment or interruption. Pause for 30 seconds of silence to take in what was said. This is repeated and then a group discussion occurs referencing the comments that have been made and making connections between the responses. | |

## Mixed, Spaced PracticeResearch says students learn ideas more permanently when they are required to engage and re-engage with those ideas for months or even years. Mixed, Spaced Practice is evident in a classroom when - both individual lessons and chapters are followed, using suggested pacing.
- Review & Preview problems are assigned and valued as an essential part of learning.
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## Model with mathematicsMathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. | |

## Monitoring- Listen, observe, identify key strategies
- Keep track of approaches
- Ask questions of students to get them back on track or to think more deeply
Monitoring is Step 2 of the 5 Practices for Orchestrating Productive Math Discussions | |

## More Knowledgeable OtherDescribes the role of the teacher as proactively supporting students' learning through co-participation. Stresses the importance of designing learning environments that support problematizing mathematical ideas, giving students mathematical authority, holding students accountable to others and to shared disciplinary norms, and providing students with relevant resources (Engle & Conant, 2002). | |

## Multiple Modes of InstructionTeachers use a variety of instructional strategies to engage students in teamwork, partner work, individual work, teacher-led discussions, presentations, and more. Multiple modes of instruction provides differentiated learning opportunities for student engagement in a collaborative classroom. | |

## MULTIPLE WAYS TO ACCESS INFORMATION AND KNOWLEDGEThis UDL principle connects to the Second Math Teaching Practice: Practice 2: Implement tasks that promote reasoning and problem solving. Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies. | |

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## Notice & Wonder
Students view a picture, math problem, peer work, favorite mistake. Students critique a team poster, observe a team for their teamwork, etc. Students are prompted with the questions—What do you notice? and What do you wonder? Student (1) receives a topic, picture, piece of work, math problem, sample student work, reading, etc. Complete the prompt: I notice... Complete the prompt: I wonder…
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