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Group Apology, students collectively, as a class, apologize for any peer review feedback that might seem mean, and also apologize if their written work may appear sloppy.

TEKS 7.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Students must display mathematical understanding in their written explanations. As a class, students apologize for their critiques and work beforehand.

Benefit: avoid the confrontation of poorly written work. Students are comfortable sharing and reviewing their peer's work.

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In Clocking, students pair up with peers to review writing pieces and form an outer and inner circle. When students rotate, only the outer circle moves. When they rotate again, only the inner circle moves. Students complete different tasks after every rotation.

TEKS 7.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Students display written explanations of their solutions and then work with peers to make sure their work is correct and mathematically accurate.

Benefits: students gain writing comprehension while also being provided with it.

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Dueling Word Dice, students roll a dice twice; the smallest number represents the number of words, and the largest represents the number of syllables per word. Students are given a topic and, based on the numbers they rolled, must complete the word and syllable count.

TEKS 4.B.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Students are given a topic (fractions), and based on their numbers, generate words that fit into their criteria.

Benefits: students adapt and refer back to their knowledge to fit their criteria.

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In Turn & Talk, students discuss proposed questions or topics with their peers. An extension can include sharing what students discussed with themselves with the class.

TEKS 7.8.B explain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas; and

Students discuss with their partners the relationship between volume of 3D shapes, including any connections they may have found.

Benefit: students learn and gain knowledge from each other, and are given the chance to articulate their processes.

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In Word Wall, the teacher adds vocabulary terms to a designated place in the classroom. Students can refer back to this at any time, and it is usually changed after the end of a topic.

TEKS 8.12.B calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator;

The teacher can include a Word Wall on vocabulary terms such as loan, interest rates, etc.

Benefit: students have accessible information available to them, and can refer back when necessary.

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In Word Storm, students list as many words of a topic/subject that fit into 1-6 syllables. After a few minutes doing the work independently, students discuss with peers and add any new words they didn't think of when they initially did the strategy.

TEKS 6.5.A represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;

Students are given the topic of ratios and list as many words as possible. Afterwards, they discuss with their peers and add new words.

Benefit: students are exposed to new words they hadn't previously thought about.

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In Last Word, students generate as many words as they can in a short amount of time and then engage in a game to see who can get the very last word. Students compare their responses and try to have the most amount of words.

TEKS 6.5.A represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;

Students are given the topic of ratios and list as many words as possible. Afterwards, they discuss with their peers and compare their words with each other.

Benefits: students are exposed to new words or are reminded of certain words.

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In QR Code, students scan a code that allows access to content, resources, etc.

TEKS 6.14.G explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study;

Students can use online resources through a reliable search engine to research colleges, grants, loans, etc.

Benefit: students can easily access resources through a simple scan, and they can be reused multiple times.

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In Lexical Links, students use a single word and describe as many attributes as they can relate to the word they chose.

TEKS 8.12.A solve real-world problems comparing how interest rate and loan length affect the cost of credit;

Students are presented with the word 'Credit' and are asked to describe the word as much as they can.

Benefit: students refer back to their knowledge and must explain ways that it can connect to the presented word.

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New Jersey writing project in Texas (Joice Armstrong Carrol, 1995)

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In Atomic Sentence, students write a single sentence at the end of a lesson that encapsulates.

TEKS 5.3.B multiply with fluency a three-digit number by a two-digit number using the standard algorithm;

Students can write a sentence that describes what they grasped from the lesson.

Benefit: Students refer back to what they learned and allow for easy access through their notebooks.

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In Know-Want-Learn, students form a chart on what they already know on the topic of discussion, what they want to learn, and what they did learn at the end of the lesson. Can be used throughout a lesson.

TEKS 8.7.C use the Pythagorean Theorem and its converse to solve problems; and

When students are being introduced to the Pythagorean Theorem, they can engage in KWL.

Benefits: can guide a student's learning process. Allows students to refer back to what they have learned.

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In Elevator Pitch, students circulate around the room and discuss their responses to a certain problem/situation. They must say their responses as quickly as possible before switching to a different peer.

TEKS 6.9.C write corresponding real-world problems given one-variable, one-step equations or inequalities

Students take time to determine a response to posed questions and defend themselves.

Benefit: Students gain multiple perspectives, use time wisely, and can correct their responses as they discuss.

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Question, Signal, Stem, Share, Assess (QSSSA)

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Question, Signal, Stem, Share, Assess (QSSSA)

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In Question, Signal, Stem, Share, Assess, students are provided necessary scaffolding that guides them through the process of a situation individually.

TEKS 5.3.F represent quotients of decimals to the hundredths, up to four-digit dividends and twodigit whole number divisors, using objects and pictorial models, including area models;

The teacher proposes a question and a structure for how students should answer.

Benefit: Beneficial for students who need extra support in the structure of their responses. Especially useful for Emergent Bilingual Students who need a sentence stem.

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In Speak, Write, Read, Listen, students are given a balanced intake of receptive and expressive language. Students must engage in both taking and giving out information. It can be integrated throughout the entire academic year.

TEKS 4.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

In mathematics, it is critical that students can explain their process and thinking in detail. Allowing students to not only write but also orally express their ideas is necessary.

Benefit: Students engage in writing exercises in mathematics, influencing their writing and math skills cohesively.

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In the Final Word strategy, students gather in small groups and discuss a topic or article they read. Students share a piece of information they found valuable, then their peers give feedback or add on to their response until it loops back to the first student.

TEKS 4.2.E represent decimals, including tenths and hundredths, using concrete and visual models and money;

Students can use manipulatives to represent different decimals and then discuss and identify their students' work, making sure that the last person to speak was the one who showed their representation.

Benefit: Students gain different perspectives from their peers, can be thankful for their interpretation, and have multiple methods.

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Jennifer Fischor-Mueller, Gene Thompson-Grove, National School Reform Faculty (2000)

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In Cognitive Desktop, students draw visuals that they remember from the topics of class lectures. This strategy helps students refer back to their previous knowledge to know what sticks with them. It's best to be done at the beginning of the school year and after a unit or instructional period.

TEKS 4.2 Number and operations. The student applies mathematical process standards to represent,

compare, and order whole numbers and decimals and understand relationships related to place value.

Cognitive Desktop is best done on a certain topic of lessons, so I can integrate this into my classroom by doing numbers and operations that students are learning.

Benefit: Students show prior knowledge that has stuck with them (residue). Students can refer back and trigger any topics they have talked about before in class.

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In Nuh Uh!, students pair up to defend a stance or opinion while the other student says, "Nuh uh!" Throughout this strategy, students debate and try their absolute best to defend something they are knowledgeable about.

TEKS 6.12.A represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms,

and box plots;

The Nuh Uh! strategy is portrayed in a debate-style manner, in relation to this TEKS, students can defend their observations based on numerous plots. For example, they can explain why the median is x-value while their partner continues saying "nuh uh!" as they explain themselves.

Benefit: Students engage in deep thinking and understanding. Opens their mindset to various perspectives. Students must dig for specificity.

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Alana Morris (2023) Bernabie (2001) Jork Talk

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In the Reporter's Formula, students ask each other questions in an interview style. Once students interview each other, they summarize who they interviewed to the class. The Reporter's Formula is especially useful when students get to know each other at the beginning of a class. Students engage in communication skills and develop a narrative.

TEKS 7.9.A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular

pyramids, and triangular pyramids;

I have envisioned the Reporter's Formula strategy as a Guess Who? game for students to engage in. Students can represent different volumetric measurements of different 3D shapes and interview their partners to guess what shape they are.

Benefit: Students engage in deep thinking and understanding of the various topics they are learning. Students learn from each other and can correct any misunderstandings they may have.

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In TRTW, students refer back to their previous knowledge and learn from their peers and the content they're reading. Students engage in active, cooperative learning. TRTW also incorporates all aspects of a balanced SWRL (Speak, Write, Read, and Listen).

TEKS 4.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

TEKS 4.4.H. Solve with fluency one- and two-step problems involving multiplication and division,

including interpreting remainders.

Students engage in what they remember about multiplication and division, which can include any properties, algorithms, etc. Next, they read a math word problem to themselves before engaging in problem solving. Now they discuss with their peers again on how they would approach the presented problem. Lastly, they solve the problem and write about how they solved it.

Benefit: Students engage in a balanced intake of SWRL and are learning from each other. This strategy can highlight any misunderstandings that students may have.

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In Quote Dig, students defend their chosen words from quotes in different contexts and explain why or how they matter.

TEKS 4.1.E create and use representations to organize, record, and communicate mathematical ideas.

"In mathematics the art of proposing a question must be held of higher value than solving it." Georg Cantor, German mathematician

Once students are presented with the quote by Georg Cantor, they silently write it in their notebooks and decide on a word or two that sticks out the most to them.

Benefit: Students make critical decisions on their word choices and must defend why they think it is important. This enhances their connections between words and the content they are learning.