A Bonus Lesson in Inclusion at the CPM Teacher Conference
May 2025 It took me a long time to answer this question: What was your best moment at CPM’s National Teacher Conference in San Diego?
May 2025 It took me a long time to answer this question: What was your best moment at CPM’s National Teacher Conference in San Diego?
May 2025 What does a community of mathematical thinkers look like? It starts when all students are doing the thinking. Students are talking to each
At the 2025 CPM Teacher Conference, we had the pleasure of facilitating the session Cover Your Assets to provide educators with the opportunity to reflect on their assets and experience a hands-on approach to identifying and leveraging student strengths to foster engagement and equity in the classroom. After interactive activities, collaboration, and reflection, attendees walked away with actionable strategies to celebrate and build on the strengths of students in real time.
February 2025 Since the release of generative artificial intelligence (AI) in November of 2022, the teaching world has been abuzz with the promises and perils
February 2025 Generative AI, the new revolution in technology, has already had a huge impact on many industries: marketing, legal, healthcare, software development, and many
December 2024 What Are Language Objectives? While content objectives explain what students will learn in a lesson, language objectives clarify how they will reach that
© 1989-2025 CPM EDUCATIONAL PROGRAM All rights reserved. CPM Educational Program is a 501(c)(3) educational nonprofit corporation.
2.3.4
Defining Concavity
4.4.1
Characteristics of Polynomial Functions
5.2.6
Semi-Log Plots
5 Closure
Closure How Can I Apply It? Activity 3
9.3.1
Transition States
9.3.2
Future and Past States
10.3.1
The Parametrization of Functions, Conics, and Their Inverses
10.3.2
Vector-Valued Functions
11.1.5
Rate of Change of Polar Functions
This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.
Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.
The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.
In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.
In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.
In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.