## 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

## B |
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## Board Report
Teacher monitors student progress while students self-assess 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. Teacher creates a space in the classroom to write a row of problem numbers from the lesson. When teams get to the problem listed on the board report, the team writes their answer on a sticky note. A student from the team goes to the board to place the sticky note and compare to other teams. Teacher monitors student work on board and through circulation. Based on work, teachers may ask specific teams to do a Swapmeet, or I Spy. Repeat this process for each problem listed on the board, with a new student placing the sticky note each time.
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## 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. | |