## 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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## I Spy
A team becomes stuck while problem solving. The Resource Manager becomes a spy for the team and silently circulates to listen for ideas from other teams. The Resource Manager refrains from any team interactions while spying on other teams. The Resource manager reports back to the team to share information about the problem. Team becomes stuck at one point while problem solving. The Resource Manager circulates around the classroom, silently listening to, or spying on the teams' work. The Resource Manager reports back to the team to share information about the problem.
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## I Used to Think..., Now I Think... ProtocolA reading strategy where group members read text and then reflect using “I used to think...” and “Now I think…” Responses are shared with partners, groups and/or the whole class. | |

## Implement Tasks that Promote Reasoning and Problem SolvingOne 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 engages
students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow
multiple entry points and varied solution strategies. | ||

## Implementation Support VisitsAlso known as ISVs, these classroom visits are conducted by a trained and experienced CPM specialist using CPM's Implementation Progress Tool in order to provide individual support, non-evaluative feedback, and an opportunity for teacher reflection. Each new teacher is eligible to receive up to two visits per year during the first two years of implementation. | |

## Instructional Strategies Outcome 1Apply knowledge of NCTM’s Mathematics Teaching Practices and connect them to instructional strategies | ||

## Instructional Strategies Outcome 2Implement instructional strategies that support the Standards for Mathematical Practice | ||

## Instructional Strategies Outcome 3Understand how multiple modes of instruction ensure access for all students | ||

## Instructional Strategies Outcome 4Establish and reinforce routines and roles that clearly define expectations for multiple modes of instruction | ||

## Instructional Strategies Outcome 5Understand how intentional circulation and purposeful questioning provide feedback to students and teachers | ||

## Instructional Strategies Outcome 6Experience and reflect on instructional strategies through model lessons and a typical day | ||

## Instructional Strategies Outcome 7Know that lesson closure provides opportunities for students to make connections among key mathematical ideas and provides opportunities to reflect on the math goal | ||

## Instructional Strategies Outcome 8Understand the importance of using a variety of instructional strategies and activities to engage students in chapter closure | ||

## Intentional Planning Outcome 1Create, implement and reflect on purposefully planned CPM lessons | ||

## Intentional Planning Outcome 10Integrate Desmos and other eTools into purposefully planned lessons that engage students with content | ||

## Intentional Planning Outcome 2Create, implement, reflect on and revise an Implementation Action Plan that will guide classroom procedures and expectations | ||

## Intentional Planning Outcome 3Incorporate suggested Universal Access strategies to support all students | ||

## Intentional Planning Outcome 4Plan for intentional use of instructional strategies that support formative assessment | ||

## Intentional Planning Outcome 5Use the course preparation resources to inform individual school decisions | ||

## Intentional Planning Outcome 6Plan each chapter using the opening teacher notes | ||

## Intentional Planning Outcome 7Plan for intentional use of instructional strategies that support status and equity | ||

## Intentional Planning Outcome 8Incorporate multiple modes of instruction to support all learners | ||

## Intentional Planning Outcome 9Utilize the Implementation Progress Tool to reflect on student learning and instructional strategies | ||

## IREThe most common type of teacher to student discourse is IRE. The teacher | ||