CPM Glossary

A reading strategy used with a longer reading passage to aid in understanding where a reader reads a passage/article, describes what it says, interprets what they think it means and writes why they think it matters.

Teachers need to read and work through all assessment items carefully before giving them to students, making sure it is clear what kind of response is expected and that there are no errors.

• CRUCIAL STEP - What did you want to highlight?
• Purposefully select those that will advance mathematical ideas

Selecting is Step 3 of the 5 Practices for Orchestrating Productive Math Discussions

A reading strategy where group members read the text silently selecting a meaningful sentence that captures a core idea; a moving, engaging or provoking phrase; and a powerful word or one that captures attention.  Discuss and record group choices. Looking at the groups’ choices of words, phrases, and sentences, reflect on the conversation by identifying emerging themes, implications and/or aspects of the text not yet captured.

• In what order do you want to present the student work samples?
• Do you want the most common? Present misconceptions first?
• How will students share their work? Draw on board? Put under doc cam?

Sequencing is Step 4 of the 5 Practices for Orchestrating Productive Math Discussions

The idea that authority should be “shared” between the teacher and the students—that authority should be openly co-constructed between all the individuals involved in the classroom.  This is an important step in getting students to take ownership in team collaboration and in their own learning.

Also known as a SCORM, is a collection of standards and specifications for web-based electronic educational technology. It defines communications between client side content and a host system, which is commonly supported by a learning management system.

The idea that authority should be “shared” between the teacher and the students—that authority should be openly co-constructed between all the individuals involved in the classroom.  This is an important step in getting students to take ownership in team collaboration and in their own learning.

Mode of Instruction: Partner           Purpose: Present logical arguments

Objective: To use and connect mathematical representations, two students write about concepts and strategies while critiquing the understanding of others. The teacher monitors through circulation.

To improve writing and communications skills, students are prompted to write clear and concise statements about topics. The process is similar to oral debates, except that it is silent. Partners are assigned a topic and one partner writes pro statements while the other responds with con statements. One paper and pencil is shared by the partners. The pro partner begins and writes a statement in favor of the prompt. The con partner reads the statement and writes a statement against it or against the original prompt. The process continues.

• Students work in pairs.

• Partner (1) is assigned the pro (for) position, Partner (2) takes the con (against) position.

• Partners share a pencil and one sheet of paper. A prompt or topic is given by the teacher.

• Partner (1) makes a pro, or supportive statement in writing.

• Partner (2) reads the statement, and writes a comment against.

• Process continues—three or four times.

A reading strategy where text is read and marked to gain an understanding of the ideas and applications. Ideas about the reading are synthesized into only six words which could be a sentence, phrase, connection, personal learning, or an Aha. Each member then shares his/her words with the group along with an explanation.  The group could then create a six word synthesis with all of the words.