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MLR 6. Three Reads. The purpose of MLR 6 is to ensure that students know what they are being asked to do, and to create an opportunity for students to reSect on the ways mathematical questions are presented.
MLR 7. Compare and Connect. The purpose of MLR 7 is to foster students’ meta-awareness as they identify, compare, and contrast diUerent mathematical approaches, representations, and language.
MLR 8. Discussion Supports. The purpose of MLR 8 is to support rich discussions about mathematical ideas, representations, contexts, and strategies.
Many routines can support each of the design principles:
MLR 1
MLR 2
MLR 3
MLR 4
MLR 5
MLR 6
MLR 7
MLR 8
1. Support sense making
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2. Maximize output
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3. Cultivate conversation
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4. Maximize meta-awareness
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Supporting Students with Disabilities
The philosophical stance that guided the creation of these materials is the belief that with proper structures, accommodations, and supports, all children can learn mathematics. Lessons are designed to maximize access for all students, and include additional suggested supports to meet the varying needs of individual students. While the suggested supports are designed for students with disabilities, they are also appropriate for many children who struggle to access rigorous, grade-level content. Teachers should use their professional judgment about which supports to use and when, based on their knowledge of the individual needs of students in their classroom.
Design Principles
These materials reSect three key design principles that support and engage all students in todays diverse mathematics classrooms. The design principles and related supports work together to make each activity in each lesson accessible to all students.
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Course Guide