- What have you been doing in class or during this chapter that might be related to this problem? Let’s look at your notebook, class notes, and Learning Log. Do you have them?
- Were the other members of your team having difficulty with this as well? Can you call your study partner or someone from your study team?
- Have you checked the online homework help?
- What have you tried? What steps did you take?
- What did not work? Why did it not work?
- Which words are most important? Why? What does this word/phrase tell you?
- What do you know about this part of the problem?
- Explain what you know right now.
- What is unknown? What do you need to know to solve the problem?
- How did the members of your study team explain this problem in class?
- What important examples or ideas were highlighted by your teacher?
- How did you organize your information? Do you have a record of your work?
- Can you draw a diagram or sketch to help you?
- Have you tried making a list, looking for a pattern, etc.?
- What is your estimate/prediction?
- Is there a simpler, similar problem we can do first?

- What do you think comes next? Why?
- What is still left to be done?
- Is that the only possible answer?
- Is that answer reasonable? Are the units correct?
- How could you check your work and your answer?

- Let’s look at your notebook, class notes, and Toolkit. Do you have them?
- Were you listening to your team members and teacher in class? What did they say?
- Did you use the class time working on the assignment? Show me what you did.
- Were the other members of your team having difficulty with this as well? Can you call your study partner or someone from your study team?

###### Used throughout CPM middle and high school courses

###### Concrete, geometric representation of algebraic concepts.

###### Two-hour virtual session,

###### Learn how students build their conceptual understanding of simplifying algebraic expressions

###### Solving equations using these tools.

###### Determining perimeter,

###### Combining like terms,

###### Comparing expressions,

###### Solving equations

###### Use an area model to multiply polynomials,

###### Factor quadratics and other polynomials, and

###### Complete the square.

###### Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

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.

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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.

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