## 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

## E |
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## Elevator Talk
Students summarize a concept or topic in a 30-second, relatively short, talk. Basically, if someone gets onto an elevator and asks about a problem, you have until the elevator gets to your floor to explain it. Use Proximity Partners or a Whiparound to share out the summaries. Each individual/partner/team is given a topic or concept. Students summarize the topic or concept into a brief presentation. Teacher facilitates a share out of presentations.
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## Elicit and Use Evidence of Student ThinkingOne 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 uses evidence of student
thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that
support and extend learning. | ||

## Error Analysis
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## Establish Math GoalsOne 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 establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions. | |

## Establish Mathematics Goals to Focus LearningOne 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 establishes clear goals
for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to
guide instructional decisions. | |

## eToolTechnology tools that provide a way to interact with lessons electronically. The Teacher Notes offer suggestions for incorporating this technology into the classroom experience. Some eTools are intended to be used as part of a whole-class demonstration, while others are meant for individuals or pairs of students to use while exploring. | ||

## Executive Summary of ResearchA summary of the research that supports the Three Pillars of CPM - collaborative learning, problem based learning and mastery over time. | |