2023-2024 Conference Attendance

CPM is excited to announce our participation in the conferences sponsored by local, state, and national educational organizations and their affiliates. CPM will be presenting sessions or have our representatives available to meet with you in the exhibitor area. Please stop by or join a session to take away something you can use in your classroom right away or to learn more about what CPM offers.

Conference Date
Conference Name
CPM Participation

Sept 14, 2023

TAIS Conference

Memphis, TN

Gerry Long: Strategies to Promote Discourse in Mathemat5ics Classrooms

October 25-27, 2023

NCTM - Annual

Washington, DC

Thur. 10/26/23, Astrida Lizins: Elevating Student Status with Rough Draft Talk; 

Sharon Rendon: Supporting Emerging Multilingual Learners;

Erin Schneider: Using Interesting Ideas, Activities, and Manipulatives to Engage Students for Success in Geometry

Fri. 10/27/23, Jocelyn Dunnack: SEL? What's Math Got to Do With It?;

Michael Lolkus: Engaging Students with Culturally Sustaining Math Tasks;

Karen Wootton: Paper? Device? Vertical? Horizontal? What's Best for Learning?;

Krista Holstein: Mindfulness and Mathematics

October 28-31, 2023

NCSM - Annual

Washington, DC

Sun. 10/29, Astrida Lizins and Rhonda Pierre: Activating Agency for Multilingual Learners; 

John Hayes and Ashley Boyd: Empowering Teachers by Identifying Inequity in the Classroom Using Effective Evidence Collection;

Pam Lindemer and Rochelle Jamison: Collaborating to Build Capacity, Consistency and Confidence in Teacher Leaders

Mon. 10/30/23 Sharon Rendon: Change from Within: Being a Champion for Student Learning;

Lisa Amick: Empowering Middle Level Intervention Students by Redesigning Mathematics Support

Oct 18-20. 2023

GCTM Conference

Eatonton, GA

Thur. 10/29/23, 2:30 pm, Ashley Boyd: Algebra Tiles - Factoring and Completing the Square, 
3:45 pm, Gerry Long: Strategies to Promote Discourse in Mathematics Classrooms  
Fri. 10/20/23,
9:45 am, Ashley Boyd: What Does Listening Have to Do With It?

Nov 3 & 4, 2023

California Mathematics Council-South

Palm Springs, CA

Fri 11/3/23 10:30am Karen Wootton: Devices? Vertical? Nonpermanent? What’s best for learning, 90-minute session in the Renaissance, Chino B room.

Sat. 11/4/23 3:15pm Susan Hoffmier
Building Procedural Fluency from Conceptual Understanding 90-minute session in the PSCC, Mesquite B room.

Sat 11/4/23 3:15pm Micheal MarshSupporting Students to Productively Struggle 90-minute sessionin the PSCC, Mesquite F room.

Nov. 10-11, 2023

MCTM Conference

Oxford, MS

Gerry Long: Student Reflection: Connecting & Empowering Students, Ashley Boyd: Making Middle School Math Come Alive with Manipulatives, Games, and Activities, Ashley Boyd: Elevating Student Status with Rough Draft Talk

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • 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..

Foundations for Implementation

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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Building on Instructional Practice Series

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.

Building on Equity

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.

Building on Assessment

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.

Building on Discourse

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.