Select one or two actions from the section that applies to you. Name the action you selected, describe your action, and tell what happened as a result.

Read the "Obstacles" section (pp 89-92) for the Assessment Principle. Underline or highlight three ideas that resonated with you, and write down one question that you have about obstacles to effective assessment. Share your ideas and question with four different people. With a partner, make a detailed list of actions that you or others could take to overcome some of the obstacles shared wit you.

Coaching is the key to overcoming obstacles. How could coaching be (or how is it) a positive force in your school's efforts to overcome obstacles? How could it be (or how is it) a positive force in your personal growth as a teacher?

With a partner, outline steps or actions that you intend to take to reshape your curriculum for a closer match with the vision captured in the full statement of the Curriculum Principle (three blue lines in italics on p. 70)? Pick one action that you will DO, and share how you will know you have reached that goal.

What are the biggest obstacles that you face in ensuring access and equity for all students? The authors note that, in many classrooms, the Mathematical Teaching Practices described in this document are inconsistently or ineffectively implemented (p. 61). Discuss how specific changes in teaching practices can help to overcome the obstacles you identified.

Observe or record a mathematics lesson. Use the "Teacher and student actions" chart (p. 56) to evaluate how the lesson applies the Mathematical Teaching Practice Elicit and use evidence of student thinking. What evidence do you see of the teacher and student actions? Where do you see missed opportunities for these teacher and student actions? Give specific examples of evidence of this Mathematics Teaching Practice and way to enhance the practice in future lessons.

Review the video My Favorite No: Learning from Mistakes. Choose a common student error and create a "favorite no" for the problem presented in Figure 21. Why is this common error useful to know?

Pose purposeful questions.
Review the teachers' mathematical goal for the lesson in figure 2. What questions can the teachers plan to ask students during the lesson to advance them toward the goal?

Use and connect mathematical representations.
Analyze samples of student work from a lesson that you have taught this year. Find examples in which students have used different representations to solve the same problem. Make a plan to connect those representations explicitly in future lessons. Find relationships between and among the representations and think about how you could use the students' work to develop their understanding of a concept.

In figure 2 (pp. 14-15), Mrs. Burke says that she wants students to "better understand these different types of word problems and be able to solve them." Find solutions for each of the three problems in the figure. What equations could be written to solve each problem? Which equations match the story situation? Discuss how these three problems offer different ways to think about subtraction.