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This chapter from The Mathematics Lesson-Planning Handbook, Grades 3-5, introduces and explains how to use learning intentions and success criteria in the math classroom.

The foreword from The Math Pact, Elementary by Karen S. Karp, Barbara J. Dougherty, and Sarah B. Bush introduces the idea of the Mathematics Whole-School Agreement (MWSA). 

The foreword from The Math Pact, Middle School by Sarah B. Bush, Karen S. Karp, and Barbara J. Dougherty introduces the idea of the Mathematics Whole-School Agreement (MWSA). 

The foreword from The Math Pact, High School by Barbara J. Dougherty, Karen S. Karp, and Sarah B. Bush introduces the idea of the Mathematics Whole-School Agreement (MWSA). 

This handy chart from The Five Practices in Practice, Elementary, by Margaret “Peg” Smith, Victoria Bill, and Miriam Gamoran Sherin identifies a set of moves that teachers can make to hold students accountable for attending to mathematics discussions and presentations.

Students extend their understanding of place value by bundling tens with this lesson from The Common Core Mathematics Companion, K-2. (Elementary)

Students apply and extend previous understanding of multiplication and division to multiply and divide fractions using this lesson from The Common Core Mathematics Companion, 3-5. (Elementary)

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.

This resource from Strengths-Based Teaching and Learning gives teachers a strengths-based analysis template to record the strengths and challenges of any student or group.

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 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)

These two wrap-up strategies from Bringing Math Students into the Formative Assessment Equation feature "reflect-aloud" and "X-marks-the-spot" to help students self-assess.