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Additional Strategies

Attached is a list of STTS.  Some teachers make a poster of these for their classrooms and place a checkmark next to those that they have tried so that their students become familiar with these strategies.


Mode of Instruction:  Teamwork           Purpose: To have students share strategies

Objective: To support productive struggle in the classroom, students share math authority in their learning by sharing strategies and multiple methods. The teacher can monitor the procedural development of conceptual understanding.

Students are eligible to be Ambassadors once the team has finished problem solving and the teacher has assessed for understanding. An Ambassador is sent to work with other teams to support productive struggle. The Ambassador asks the team questions to guide understanding during problem solving.

  • Teacher appoints Ambassador

  • Ambassadors help other teams


  • Do the problem yourself.
  • What are students likely to produce?
  • Which problems will most likely be the most useful in addressing the mathematics?

Anticipating is Step 1 of the 5 Practices for Orchestrating Productive Math Discussions.

Assessment Practices Outcome 1

Understand CPM and NCTM assessment documents and connect them to instructional practice and assessment decisions

Assessment Practices Outcome 2

Reflect on and make connections between formative assessment and instructional strategies

Assessment Practices Outcome 3

Utilize CPM’s assessment tools and resources

Assessment Practices Outcome 4

Identify appropriate formative and summative assessment topics and strategies for each chapter based on the learning progression

Assessment Practices Outcome 5

Understand the purpose and value of team tests

Assessment Practices Outcome 6

Develop feedback and expectations for all forms of assessments

Attend to precision

Mathematically 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.