# CPM Glossary

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## Mastery Over TimeCPM's Mixed, Spaced Practice provides students an opportunity to achieve conceptual understanding over time. Students must have the opportunity to engage meaningfully with and make sense of concepts before they are expected to have mastery. | |

## Math Chat
Students participate in the silent activity to reflect, summarize ideas, generate ideas, assess learning, or solve problems. Display posters with one topic or concept on each poster. Students use a writing utensil and circulate to each poster. Student (1) adds one brief note or explanation to the poster. Time for activity varies depending on the topic. You may want to consider using a timer to help pace the time at each poster. Display posters with one topic or concept per poster. Student has one writing utensil. Silently, Student (1) circulates to each poster, writing a brief note or explanation on each one. After rotation is complete, students return to seats.
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## Math NotesAppearing routinely throughout the text, Math Notes consolidate core content ideas, provide definitions, explanations, examples, instructions about notation, formalizations of topics, and occasionally interesting extensions or applications of mathematical concepts. These boxes enable students to reference ideas that they missed or have forgotten. | |

## Mathematical Content Outcome 1Experience team-worthy math problems | ||

## Mathematical Content Outcome 2Work through lessons to understand how the learning progressions support the coherence of the program | ||

## Mathematical Content Outcome 3Identify and provide opportunities for students to make sense of the math goal throughout the lesson | ||

## Mathematical Content Outcome 4Experience how a conceptual understanding of math leads to procedural fluency | ||

## Mathematical Content Outcome 5Understand the use of mathematical strategies, structures and tools to develop conceptual understanding | ||

## Mathematical Content Outcome 6Engage with the opening and closure activities through the chapter snapshot | ||

## Mathematical Content Outcome 7Experience Desmos activities and eTools that support conceptual understanding | ||

## Mathematical Content Outcome 8Understand the value and purpose of chapter 1 | ||

## Mathematical Content Outcome 9Deepen their own content knowledge | ||

## Mathematics AgencyMath Agency is Math Identity in action and the presentation of one’s identity to the world. | ||

## Mathematics IdentityMathematics identity includes beliefs about one’s self as a mathematics learner, one’s perceptions of how others perceive them as a mathematics learner, the nature of mathematics, engagement in mathematics, and perception of self as a potential participant in mathematics. | ||

## Mathematics Teaching PracticesResearch indicates that these eight practices need to be consistent components of every mathematics lesson - Establish Mathematics Goals to Focus Learning
- Implement Tasks that Promote Reasoning and Problem Solving
- Use and Connect Mathematical Representations
- Facilitate Meaningful Mathematical Discourse
- Pose Purposeful Questions
- Build Procedural Fluency from Conceptual Understanding
- Support Productive Struggle in Learning Mathematics
- Elicit and Use Evidence of Student Thinking
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## Metacognition IconAlthough a metacognitive approach is embedded throughout CPM's curriculum, many lessons in the Pre Calculus text contain specific prompts that encourage students to stop and reflect on becoming a better learner. | |

## Micro Lab ProtocolA reading strategy where group members read a text and then share individually for two minutes while other members listen attentively without comment or interruption. Pause for 30 seconds of silence to take in what was said. This is repeated and then a group discussion occurs referencing the comments that have been made and making connections between the responses. | |

## Mixed, Spaced PracticeResearch says students learn ideas more permanently when they are required to engage and re-engage with those ideas for months or even years. Mixed, Spaced Practice is evident in a classroom when - both individual lessons and chapters are followed, using suggested pacing.
- Review & Preview problems are assigned and valued as an essential part of learning.
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## Model with mathematicsMathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. | |

## Monitoring- Listen, observe, identify key strategies
- Keep track of approaches
- Ask questions of students to get them back on track or to think more deeply
Monitoring is Step 2 of the 5 Practices for Orchestrating Productive Math Discussions | |

## More Knowledgeable OtherDescribes the role of the teacher as proactively supporting students' learning through co-participation. Stresses the importance of designing learning environments that support problematizing mathematical ideas, giving students mathematical authority, holding students accountable to others and to shared disciplinary norms, and providing students with relevant resources (Engle & Conant, 2002). | |

## Multiple Modes of InstructionTeachers use a variety of instructional strategies to engage students in teamwork, partner work, individual work, teacher-led discussions, presentations, and more. Multiple modes of instruction provides differentiated learning opportunities for student engagement in a collaborative classroom. | |

## MULTIPLE WAYS TO ACCESS INFORMATION AND KNOWLEDGEThis UDL principle connects to the Second Math Teaching Practice: Practice 2: Implement tasks that promote reasoning and problem solving. 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. | |