CPM Glossary

Mode of Instruction: Teamwork           Purpose: Collaboration

Objective: To support productive struggle in learning multiple step procedures, teams grapple with mathematical problems and explain their thinking. Teacher monitors through circulation and purposeful questioning.

Students practice concepts before mastery or review multiple step problems. Teams receive one sheet of paper. Each team member is provided a different colored writing utensil. Team Member (1) records the first step of the strategy, and rotates the paper to Team Member (2). Team Member (2) corrects mistakes, explains the step aloud, and records the second step. The rotation continues until the problem is completed. Teacher decides if each team member signs the paper agreeing to everything that was written down.

• Team uses one sheet of paper to solve a problem or practice a procedure.

• Each team member uses a different colored writing utensil.

• Team member (1) records the first step of the strategy.

• The paper rotates to the next team member to correct mistakes and explain and write the next step.

• Continue the rotation until the problem is completed.

Mode of Instruction: Teamwork           Purpose: Individual accountability during teamwork

Objective: To build procedural fluency from conceptual understanding, students use opportunities to develop strategies for similar mathematical problems. Teacher monitors strategies for problems.

Students demonstrate individual accountability by working on a problem individually away from team members. While mastery of a concept is not yet expected when using this strategy, students have worked with similar problems through collaboration in teams. One chair is placed in the front of the classroom for each team. Team Member (1) sits in the chair to work on the same problem as other team members. Team Member (1) remains silent while teams discuss and record strategies. Teacher assesses both Team Member (1)'s work and teamwork. Two points are assigned for Team Member (1) and one point for correct team responses. Team Member (2) rotates to the Hot Seat to continue the strategy.

• One chair—Hot Seat—is placed in the front of the classroom for each team.

• Using Numbered Heads, Team Member (1) sits in the Hot Seat.

• Teacher gives everyone a problem to work on for a specified amount of time.

• Hot Seat team member (1) remains silent, but teams discuss and record strategies.

• Teacher assesses individual and team explanations.

• Hot Seat team member (1) receives two points for correct answers.

• Teams receive one point for correct answers.

• Team Member (2) rotates to the Hot Seat to continue the strategy.

Mode of Instruction: Teamwork           Purpose: Deliver instruction; collect information on team progress

Objective: To facilitate meaningful mathematical discourse, one team member is provided with information that will allow teams to analyze and compare student approaches to problem solving. The teacher monitors which teams need support to facilitate discourse.

Teacher monitors the learning progression of teams, disseminates information, or seeks consensus on topics or concepts. Teacher calls one team member to a Huddle in the classroom. Teacher shares a piece of information or checks for understanding. Team member (1) returns from the Huddle to share with other team members.

• One team member is called to a location in the classroom.

• Teacher shares a piece of information or checks for understanding.

• Team member (1) returns to the team and shares information.