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This reproducible chart and student handout from Teaching Numeracy remind students of the importance of recording what they have learned, what they noticed, what makes sense, etc. (K-12)

This Peer-Assisted Reflection (PAR) activity from Teaching Mathematics in the Visible Learning Classroom, Grades 3-5, helps you develop strategies for process feedback, which is critical as learners explore the why and the how of specific mathematics content.

Use the following template and lesson plan from Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, to help your students analyze each other’s work for a more effective teaching practice.

Included in this excerpt from Teaching Mathematics in the Visible Learning Classroom, High School, is a Peer Assisted Review (PAR) activity on on understanding volume formulas. PARs are a great resource to help students reflect on their own thinking and solve meaningful problems.

In this sample excerpt from The Mathematics Lesson-Planning Handbook, Grades 6-8, learn how to construct your own learning intentions and success criterias for your mathematics lesson plans. These intentions help students take ownership of their learning.

This lesson from Daily Routines to Jump-Start Math Class, High School, allows student to work through multiple mathematical arguments in order to identify the errors in the argument. Students will have the opportunity analyze these errors in order promote higher level thinking in their path to finding the correct argument. 

This routine from Daily Routines to Jump-Start Math Class, Elementary, helps students develop a more robust understanding of—and flexible thinking about—numbers and their relationships, which positions them for greater success when working with numbers. 

This routine from Daily Routines to Jump-Start Math Class, Elementary, helps students determine the reasonability of their answers and determine efficient methods for estimating.

This practice activity from The Five Practices in Practice, Elementary, by Margaret “Peg” Smith, Victoria Bill, and Miriam Gamoran Sherin involves thinking about different ways students might solve the task, planning to respond to students using assessing and advancing questions, and preparing to notice key aspects of students’ thinking in the midst of instruction. 

In this task from Mine the Gap for Mathematical Understanding, Grades 6-8, students are provided with a true equation and asked to create three new equations based on a stated condition.

"Zip, Zap, Zop" is a classic simple warm-up game, featured in Mathematical Argumentation in Middle School, that helps students understand that it is OK to make mistakes, speak so that everyone can hear, and pay close attention to one another.

This readers guide helps you reflect and discuss each lesson from Strengths-Based Teaching and Learning In Mathematics.