New Structure for CPM Teaching Redesign Corps 3.0

Mark Coté, CPM Project Manager

Answering a call to seek out new ideas for improving mathematics education and test classroom innovations, 44 teacher-researchers helped launch CPM’s Teaching Redesign Corps 3.0 this summer. Two energized cohorts of exceptional teachers will begin 13 new classroom investigations during the forthcoming 2016-17 school year to complement the 18 studies conducted by the dedicated members of TRC 1.0 and 2.0, studies which resulted in numerous suggestions for improvements in our current curriculum and professional development.

TRC logo

This year, the TRC will be comprised of two subgroups – Exploration and Further Investigation.  TRC 3.0 Exploration is a continuation of the successful discovery component implemented during the previous two years. The Exploration group is comprised of six teams of CPM teachers who met in Sacramento on June 30th and July 1st to design their own research projects and craft implementation plans. Each team will carry out a fairly structured action research study designed to improve instructional practices and enhance student learning.  Monthly Skype meetings with the TRC Leadership Team will be held through the course of the investigations.

The Exploration teams and their respective proposal titles are:  Group 1a:  Beckie Frisbee, Shelly Grothaus, Beth Johnson – How do we shift the culture of the class using growth mindset and the idea that mistakes and developing understanding are valuable opportunities to learn, grow, and/or challenge one’s self?  Group 2: April Bain, Stephanie McClain, Sandy Reavill – What are the benefits of adding regular opportunities for guided revisions of mathematical writing?  Group 5a: Marty Joyce, Aristotle Ou, Erica Warren – Embedding Mixed-Spaced Practice as a Classroom Routine  Group 5b:  Taylor Clements, Samantha Falkner, Valerie Scott – What are some performance-based summative assessment methods that we can implement to better capture student learning?  Group 7:  Abbie Hobbick, Laura Ratliff – Can students learn to seek multiple strategies for problem-solving without a prompt?   Group WC:  Anthony Johnson, Jenni White – How can a written response be incorporated or utilized to maximize benefits for students on formative assessments?

These teams left nothing on the table as they departed Sacramento, enthused and ready to begin the research when school opens this fall. New teacher-researcher Abbie Hobbick summarized her thoughts. “This whole process is definitely a unique experience for me. I have never fully committed to completing a research study before, so I’m really excited to see how it goes and also to hear the findings from all the other studies. I am amazed at what we accomplished in 2 days. I never would have guessed that we would have a formal plan in place in such little amount of time. This is going to be an amazing learning opportunity for me, and I’m anxious to be able to share this experience with my other colleagues and district.” Returning TRC veteran Anthony Johnson added this comment on the improved format for proposal writing. “I loved the time that was given to share and react to initial proposals. It is very valuable to hear other people’s thoughts about our work. I also really liked the guided questions used to help brainstorm research ideas. In general, it seemed like our conversations were more directed, purposeful, and flowed much more naturally.”  Finally, new researcher Aristotle Ou enjoyed the collegiality stating, “I liked being able to collaborate with like-minded individuals and explore new teaching practices to improve student learning.”

Complementing the TRC 3.0 Exploration group is the Further Investigation group, which will be solely concerned with validating two promising sets of results from the past two years. This group of 28 CPM teachers, divided into seven teams, met in Las Vegas on July 25th to learn about the two research projects and develop implementation plans to extend each study. The first study for further investigation, the TRC 2.0 Mistakes as a Focus for Learning effort, provided tantalizing data indicating that significant gains could be had by providing students with the opportunity to learn from both fabricated and organic mistakes. Study leaders Alycia Clarkson, Penny Smits, Tanya Lantrip, and Natalie Ijames developed numerous instructional and assessment strategies that helped students realize the power of mistake analysis, the learning potential of reflection, and the change in how they felt about themselves with regard to making mistakes in a mathematics classroom. By the end of the study, students learned to expect mistakes, both their own as well as others, to inspect them with care, and respect them as essential to the learning process.

The second study for further investigation, Developing a Culture of Investigation (work from both TRC 1.0 and 2.0), will be led by veteran researchers Pam Lindemer, Jen McCalla, and Christy McConnell. Positive initial findings resulted from the implementation of three instructional strategies and one study team management strategy. All strategies were coupled with an overall focus on growth mindset. Emphasis on both the building blocks of class culture and teacher talk had a significant impact on how students perceived the class and the content.

The Further Investigation Mistakes as a Focus for Learning teams include: Group A1:  Alycia Clarkson (team leader), Laura Bell, Julie Kiedrowski, Megan McGregor  Group A2: Penny Smits (team leader), Kerry Cardoza, Anthony Davis, Ilene Kanoff, Thor Tillberg  Group A3:  Tanya Lantrip (team leader), Heather Kosmowski, Claudine Margolis, Marc Petrie, Brooke Raven-Sandberg  Group A4:  Natalie Ijames (team leader), Chris Kintz, Sara O’Connell, Cathy Sinnen.

The Further Investigation Developing a Culture of Investigation teams include:  Group B1:  Pam Lindemer (team leader), Mark Jones, Angela Kraft, Chad Ophime Group B2:  Jen McCalla (team leader), Laura Bain, Tammy Kaufman  Group B3:  Christy McConnell (team leader), Denise Dedini, Jesse Knetter.

With just one day to plan, all participants made excellent use of every minute. New TRC member Denise Dedini said, “It was incredibly powerful to hear about the implementation of best practices from the presenters and to begin wrapping my brain around my goals for this year. I’m excited to get started!”  Intending to have an impact, new researcher Laura Bell added, “I am intrigued to take others’ ideas, tweak things in my classroom to make things work better, and see where I can go with this opportunity. As we share our findings with others, we’ll improve not only our own classrooms but others across the nation.”

The results of the Further Investigation project will be evaluated on the ease of implementing the approach, the effectiveness of the approach after implementation, and the likelihood of implementation. All researchers will be responsible for keeping track of the questions and concerns that surface as they implement the strategies. “We hope to find any common issues that should be addressed prior to endorsing the strategies and sharing them with the greater mathematics education community,” said Tom Sallee, originator of the TRC project

By continuing to trust in the intellectual effort and wisdom of teachers, we anticipate building on the success of the first two years. The two TRC 3.0 groups will support this next cycle of advancements, as we continue to realize our goal – help more students learn more math.

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Inspiring Connections
Course 1

Prelude

0.1.1 What do they have in common?
0.1.2 How can I effectively communicate with my team?
0.1.3 Is there another perspective?
0.1.4 How can I persevere through struggle?
0.1.5 How can I see this happening?
0.1.6 What patterns can I recognize?
0.1.7 What is the best strategy?
0.1.8 How does respect look?

Chapter 1

1.1 Proportions and Proportional Relationships
1.1.1 How can I determine the length?
1.1.2 How big is a million?
1.1.3 How can I predict the outcome?
1.1.4 What is your fair share?
1.1.5 How can I prove two ratios form a proportion?
1.1.6 What is the relationship between the numbers?
1.2 Integer Operations
1.2.1 How can I change temperatures?
1.2.2 How can I show my thinking?
1.2.3 How can adding zero help?
1.2.4 How can I multiply integers?
1.2.5 How can I divide integers?
1.2.6 How can I compose numbers?
1.2.7 What is My Number?
1.3 Proportions and Graphs
1.3.1 How can a graph tell a story?
1.3.2 How do graphs, scale, and proportions connect?

Chapter 2

2.1 Fraction and Decimal Conversions
2.1.1 How can I rewrite it?
2.1.2 How do I write it?
2.1.3 Which representations are equivalent?
2.2 Probability
2.2.1 Is it likely or unlikely?
2.2.2 How can I represent probability as a fraction, decimal, and percent?
2.2.3 How does probability work in real-world situations?
2.2.4 How can I predict the theoretical probability using experimental data?
2.3 Scale Drawings
2.3.1 How can I determine the distance?
2.3.2 How can I enlarge a shape?
2.3.3 Does that look right?
2.3.4 Is it a scaled copy?
2.3.5 What is the best scale?
2.4 Cross Sections
2.4.1 What do I see when I slice a three-dimensional object?
2.4.2 How are cross sections and volume related?

Chapter 3

3.1 Proportional Relationships
3.1.1 How does it grow?
3.1.2 How does the money grow?
3.1.3 Is this a proportional relationship?
3.1.4 How can I create a graph?
3.1.5 What do the points mean?
3.1.6 What connections can I make?
3.2 Data and Statistics: Using Samples to Make Predictions
3.2.1 What connections can I make?
3.2.2 Which sample is more accurate?
3.2.3 Does the sample represent the population?
3.2.4 How close is my sample?
3.2.5 How are the problems related?

Chapter 4

4.1 Multiple Representations of Proportional Relationships
4.1.1 How fast can I click?
4.1.2 How can I determine which grows faster?
4.1.3 How do I see the unit rate?
4.1.4 How can I write an equation?
4.1.5 What is the better deal?
4.1.6 What impact do I have?
4.1.7 How can I calculate values more efficiently?
4.1.8 How can I convert between different units of measurement?
4.1.9 How can I make the connections?
4.2 Circumference and Area of a Circle
4.2.1 How are they proportional?
4.2.2 How much space is inside?
4.2.3 What is the formula for the area of a circle?
4.2.4 How can the formula for the area of a circle help me?

Chapter 5

5.1 Probability
5.1.1 What are the chances?
5.1.2 How can I calculate the probability of more than one event?
5.1.3 What if there is more than one event?
5.1.4 What if there are more than two events?
5.1.5 How can I determine all of the outcomes?
5.1.6 What if it is more complicated?
5.2 Integer Operations Continued
5.2.1 How does each operation move points on a number line?
5.2.2 How can I show division?
5.2.3 How can I calculate it?
5.2.4 How can I check my guess?

Chapter 6

6.1 Data Distributions
6.1.1 Who is steadier?
6.1.2 How different are they?
6.1.3 How do they compare?
6.1.4 Who is more efficient?
6.1.5 How can I simulate a sample?
6.2 Numerical and Algebraic Expressions
6.2.1 How can I combine them?
6.2.2 How can I rewrite an expression?
6.2.3 How can I write an expression with negatives?
6.2.4 What does zero look like?
6.2.5 How does it move?
6.3 Equivalent Expressions
6.3.1 How can I group them?
6.3.2 Are they equivalent?
6.3.3 What are the connections?

Chapter 7

7.1 Operations With Rational Numbers
7.1.1 Will the amount increase or decrease?
7.1.2 Are differences and distance the same?
7.1.3 Can I add these?
7.2 Percent Change
7.2.1 Does this represent an increase or a decrease?
7.2.2 How does this change the total?
7.2.3 How is the money split?
7.2.4 Do I pay more?
7.3 Percents in the Real World
7.3.1 Is this good for business?
7.3.2 How much did it change?
7.3.3 Is this acceptable?
7.3.4 How are percents represented in expressions?
7.3.5 Which is easier, calculating with fractions or decimals?

Chapter 8

8.1 Multiplication and Division of Rational Numbers
8.1.1 Is the product positive or negative?
8.1.2 How are multiplication and division connected?
8.1.3 What is the relationship?
8.1.4 How can I divide?
8.1.5 How do I solve it?
8.2 Working With Expressions
8.2.1 Which is greater?
8.2.2 How can I record my work?
8.2.3 What happens when the comparison depends on x?

Chapter 9

9.1 Angle Relationships
9.1.1 How can I draw an angle?
9.1.2 How can I combine angles?
9.1.3 How can I calculate the measure of a missing angle?
9.2 Triangle Creation
9.2.1 How can I put angles and lengths together?
9.2.2 Will these lengths make a triangle?
9.2.3 How many triangles? 9.2.4 Can I construct it?
9.3 Volume and Surface Area
9.3.1 How much material do I need?
9.3.2 How do I calculate the surface area and volume?
9.3.3 How much will it hold?
9.3.4 What am I measuring?

Chapter 10

10.1: Explorations and Investigations
10.1.1 How can I make 0?
10.1.2 What number properties pair well?
10.1.3 How can you place algebraic expressions on the number line?
10.1.4 How can I solve it?
10.1.5 What can you say about the sums of consecutive numbers?
10.2: Restaurant Math
10.2.1 How can you draw it to scale?
10.2.2 How can you calculate the cost?
10.2.3 What do portions have to do with proportions?
10.2.4 What markdown undoes a markup?

Inspiring Connections
Course 2

Prelude

0.1.1

Who are my classmates?

0.1.2

How do I work collaboratively?

0.1.3

What questions can I ask?

0.1.4

How can I categorize my words?

0.1.5

How can I communicate my ideas?

0.1.6

How can the team build this together?

0.1.7

What do we need to work togethe

 

Chapter 1

1.1 Numbers and Data

1.1.1 How should data be placed on this line?

1.1.2 Where do these numbers belong on this line?

1.1.3 How can I use two lines to solve problems?

1.1.4 How can data be used to answer a question?

1.1.5 How are histograms helpful?

1.1.6 How else can data be displayed?

1.2 Shapes and Area,

1.2.1 How can I write equivalent expressions in area and perimeter?

1.2.2 What shapes make up the polygon?

1.2.3 How can I make it a rectangle?

1.3 Expressions

1.3.1 How can I describe it using symbols?

1.3.2 What are the parts of an expression?

1.3.3 How do I work with decimals?

1.3.4 How do I multiply multi-digit decimals?

1.3.5 How can I represent the arrangement?

Chapter 2

2.1 Ratio Language

2.1.1 How can I compare two quantities? 

2.1.2 How can I write ratios?

2.1.3 How can I see ratios in data representations?

2.2 Equivalent Ratios

2.2.1 How can I visualize ratios?

2.2.2 How can I see equivalent ratios in a table?

2.2.3 How can I see equivalent ratios in a double number line?

2.2.4 How can I see equivalent ratios in tape diagrams?

2.2.5  How can I use equivalent ratios?

2.2.6 What do these represent?

2.3 Measurement

2.3.1 What are the measurements?

2.3.2 What are the units?

2.3.3 How can I convert units

Chapter 3

3.1 Measures of Center 

3.1.1 How can I measure the center?

3.1.2 How else can I measure the center?

3.1.3 Which is the better measure of center?

3.1.4 What happens when I change the data?

3.2 Integers

3.2.1 What numbers do I see?

3.2.2 What number is this?

3.2.3 What does a number line say about a number?

3.2.4 How do I compare different types of numbers?

3.3 Absolute Value

3.3.1 How do I describe the location?

3.3.2 How far do I walk?

3.3.3 Which one is greater?

3.3.4 How do I communicate mathematically?

 

3.4 Coordinate Plane

3.4.1 How can you precisely indicate a location?

3.4.2 What is the correct order?

3.4.3bWhat symbol represents me?

Chapter 4

4.1 Fractions, Decimals, and Percents
4.1.1 How can I tell if the ratios are equal?
4.1.2 What does “percent” mean?
4.1.3 How can I convert a fraction?
4.1.4 How can I convert a percent?
4.1.5 How can I convert a decimal?

4.2 Percents 4.2.1 How can I show it?
4.2.2 What can I learn from the label?
4.2.3 Are the percents fair?
4.3 Unit Rates in Tables and Graphs 4.3.1 How can I compare rates?
4.3.2 Which rate is better?
4.3.3 Which deal is best?
4.3.4 What is the unit rate?
4.3.5 How can I use different data representations?

Chapter 5

5.1 Variation in Data
5.1.1 How do I ask a statistical question?
5.1.2 What does each representation say about the data?
5.1.3 What does the box in a box plot represent?
5.1.4 How else can I describe data?

5.2 Area
5.2.1 What is the height?
5.2.2 Can I reconfigure a parallelogram into a rectangle?
5.2.3 How do I calculate the area?
5.2.4 How many triangles do I need?
5.2.5 What is my perspective?
5.2.6 Is it fair to play by the rules?
5.2.7 What shapes do I see?

5.3 Fractions
5.3.1 How can I represent fraction multiplication?
5.3.2 How can I multiply fractions?
5.3.3 How can I multiply mixed numbers?

Chapter 6

6.1 Rules of Operations
6.1.1 What does it mean?
6.1.2 What do mathematicians call this?
6.1.3 How much should I ask for?
6.1.4 How can I write mathematical expressions?
6.1.5 How do mathematicians abbreviate?
6.1.6 In what order should I evaluate?

6.2 Multiples and Factors
6.2.1 When will they be the same?
6.2.2 What are multiples?
6.2.3 What do they have in common?
6.2.4 Who is your secret valentine?
6.2.5 How can I understand products?
6.2.6 How can I rewrite expressions?
6.2.7 Which method do I use?

Chapter 7

7.1 Whole Number and Decimal Division
7.1.1 How can I share equally?
7.1.2 Which strategy is the most efficient?
7.1.3 How can I write the number sentence?
7.1.4 How can I divide decimals?
7.1.5 How should the problem be arranged?

7.2 Fraction Division
7.2.1 What if the divisor is a fraction?
7.2.2 How many fit?
7.2.3 How can I visualize this?
7.2.4 What is common about this?
7.2.5 How can I use a Giant One?
7.2.6 Which method is most efficient?

Chapter 8

8.1. Algebra Tiles
8.1.1 What do these shapes represent?
8.1.2 What does a group of tiles represent?
8.1.3 What is an equivalent expression?
8.1.4 Which terms can be combined?
8.1.5 What do the numbers mean?
8.1.6 What can a variable represent?

8.2 Expressions
8.2.1 How can I count it?
8.2.2 What if the size of the pool is unknown?
8.2.3 How can I use an algebraic expression?

8.3 Equations and Inequalities
8.3.1 Which values make the equation true?
8.3.2 How can patterns be represented?
8.3.3 What is the equation?
8.3.4 How many could there be?

Chapter 9

9.1 Equations and Inequalities Continued
9.1.1 When is the statement true?
9.1.2 How do I undo that?
9.1.3 How can I visualize an equation?
9.1.4 How can I solve an equation?
9.1.5 How can I make the unknown known?
9.1.6 How can I include all the solutions?
9.1.7 Which method should I use?
9.2 Rate Problems
9.2.1 How much does rice cost?
9.2.2 How long will it take?
9.2.3 How can I compare them?
9.2.4 How long will the race take?
9.2.5 How can I represent the rate?

Chapter 10

10.1: Explorations and Investigations
10.1.1 How can I make 0?
10.1.2 What number properties pair well?
10.1.3 How can you place algebraic expressions on the number line?
10.1.4 How can I solve it?
10.1.5 What can you say about the sums of consecutive numbers?
10.2: Restaurant Math
10.2.1 How can you draw it to scale?
10.2.2 How can you calculate the cost?
10.2.3 What do portions have to do with proportions?
10.2.4 What markdown undoes a markup?

Chapter 11

11.1: Ratios and Proportions
11.1.1 How much food is there?
11.1.2 How much do we need?
11.1.3 How much is that?
11.1.4 How can I redesign the classroom?
11.2: The Number System
11.2.1 Can I determine all the right measurements?
11.2.2 How can I show my understanding?

Inspiring Connections
Course 3

Prelude

0.1.1 What can I learn from my classmates?
0.1.2 How can shapes move?
0.1.3 What does respect mean to me?
0.1.4 What story might this represent?
0.1.5 Do all cities value parks the same?
0.1.6 How can I contribute to my team?

Chapter 1

1.1 Data and Graphs
1.1.1 How can I represent data?
1.1.2 How can I use data to solve a problem?
1.1.3 Is the roller coaster safe?
1.1.4 Is there a relationship?
1.1.5 What is the relationship?

1.2 Introduction to Transformations
1.2.1 How can I move a figure on the coordinate plane?
1.2.2 How can I describe the steps precisely?
1.2.3 Is there another way?
1.3 Linear Relationships
1.3.1 How can I graph a proportional relationship?
1.3.2 How do they compare?
1.3.3 Can I graph myself?
1.3.4 How can I represent this with a graph?
1.3.5 How can I graph a linear relationship?

Chapter 2

2.1 Rigid Transformations
2.1.1 How can I describe it?
2.1.2 How does reflection affect coordinates?
2.1.3 What can I create?
2.2 Similarity
2.2.1 What if I multiply?
2.2.2 How do shapes change?
2.2.3 What can I say about dilated shapes?
2.2.4 Are they similar?
2.2.5 How can I move a shape on a coordinate plane?
2.3 Graphing Systems of Equations
2.3.1 Where do the lines cross?
2.3.2 Will different tile patterns ever have the same number of tiles?

Chapter 3

3.1 Trend Lines
3.1.1 Are these variables related?
3.1.2 Which line fits the data well?
3.1.3 How can this association be explained?
3.2 Solving Equations with Algebra Tiles
3.2.1 How can I represent an expression?
3.2.2 How can I rewrite an expression?
3.2.3 How can I compare two expressions?
3.2.4 How can I solve the equation?
3.3 Graphing Linear Equations
3.3.1 What is the rule?
3.3.2 How can I make a prediction?
3.3.3 What is a graph and how is it useful?
3.3.4 How should I graph?
3.3.5 What observations can I make about a graph?

Chapter 4

4.1 Exponents, Part 1
4.1.1 What is exponential growth?
4.1.2 How can you (re)write it?
4.1.3 How can notation help you make sense of exponential expressions?
4.1.4 Are there other exponent properties?
4.1.5 How can I prevent common exponential expression errors?
4.2 Solving Equations
4.2.1 How can I check my answer?
4.2.2 Is there always a solution?
4.2.3 How many solutions are there?
4.2.4 How can I solve complicated equations?
4.2.5 How can I write an equation to meet the criteria?
4.3 Exponents, Part 2
4.3.1 What if the exponent is not positive?
4.3.2 How do you know which exponent properties to use?

Chapter 5

5.1 Representations of a Line
5.1.1 What is the connection?
5.1.2 How can you show it?
5.1.3 How does it grow?
5.1.4 How is the growth represented?
5.1.5 How can I write the rule?
5.1.6 How can you make connections?
5.1.7 How can you use growth?
5.1.8 What are the connections?
5.2 Graphs & Equations of Systems
5.2.1 How can I change it to y = mx + b form?
5.2.2 How can I eliminate fractions and decimals in equations?
5.2.3 How do I change the line?
5.2.4 Is the intersection significant?
5.2.5 What is the equation?

Chapter 6

6.1 Solving Systems Algebraically
6.1.1 Where do the lines intersect?
6.1.2 When are they the same?
6.1.3 What if the equations are not in y = mx + b form?
6.1.4 How many solutions are there?
6.2 Slope & Rate of Change
6.2.1 What is the equation of the line?
6.2.2 How does y change with respect to x?
6.2.3 When is it the same?
6.2.4 What’s the point?
6.2.5 Can I connect rates to slopes?
6.3 Associations
6.3.1 What is the equation for a trend line?
6.3.2 How can I use an equation?
6.3.3 What if the data is not numerical?
6.3.4 Is there an association?

Chapter 7

7.1 Angles
7.1.1 How are the angles related?
7.1.2 Are there other congruent angles?
7.1.3 What about the angles in a triangle?
7.1.4 What if the angle is on the outside?
7.1.5 Can angles show similarity?
7.2 Right Triangle Theorem
7.2.1 Can I make a right triangle?
7.2.2 What is special about a right triangle?
7.2.3 How can I calculate the side length?
7.2.4 What kind of number is it?
7.2.5 How can I use the Right Triangle Theorem to Solve Problems?
7.2.6 How can I determine lengths in three dimensions?
7.2.7 How can I prove it?

Chapter 8

8.1Introduction to Functions

 

8.1.1

How can you (de)code the message?

 

8.1.2

How can a graph tell a story?

 

8.1.3

What can you predict?

 

8.1.4

Which prediction is best?

 

8.1.5

How does the output change based on the input?

 

8.1.6

How do you see the relationship?

8.2

 Characteristics of Functions

 

8.2.1

What is a function?

 

8.2.2

How can you describe the relationship?

 

8.2.3

How do I sketch it?

 

8.2.4

How many relationships are there?

8.3

Linear and Nonlinear Functions

 

8.3.1

Is it linear or nonlinear?

 

8.3.2

What clues do ordered pairs reveal about a relationship?

 

8.3.3

What other functions might you encounter?

Chapter 9

9.1Volume

 

9.1.1

Given the volume of a cube, how long is the side?

 

9.1.2

What if the base is not a polygon?

 

9.1.3

What if the layers are not the same?

 

9.1.4

What if it is oblique?

 

9.1.5

What if it is a three-dimensional circle?

9.2

Scientific Notation

 

9.2.1

How can I write very large or very small numbers?

 

9.2.2

How do I compare very large numbers?

 

9.2.3

How do I multiply and divide numbers written in scientific notation?

 

9.2.4

How do I add and subtract numbers written in scientific notation?

 

9.2.5

How do I compute it?

9.3

Applications of Volume

 

9.3.1

What does a volume function look like?

 

9.3.2

What is the biggest cone?

 

9.3.3

How do all the items fit together?

Chapter 10

10.1Explorations and Investigations

 

10.1.1

How close can I get?

 

10.1.2

Can you make them all?

 

10.1.3

How many triangles will there be?

 

10.1.4

What’s my angle?

 

10.1.5

Function-function, what’s your function?

 

10.1.6

Is it always true?

 

10.1.7

What’s right?

 

10.1.8

What’s your story?

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Algebra Tiles Blue Icon

Algebra Tiles Session

Event Schedule and Registration
  • 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

Schedule & Registration

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

Schedule & Registration

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

Schedule & Registration

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

Schedule & Registration

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.

Core Connections Integrated III
Correlations

Correlation of INT3 to CCSS Appendix A PDF

Correlation of INT3 to CCSS Math Practices PDF

INT3 Text to CCSS Standards PDF

Core Connections Integrated II

Correlation of INT2 to CCSS Appendix A PDF

Correlation INT2 to CCSS Math Practices PDF

INT2 Text to CCSS Standards PDF

Core Connections Integrated I
Correlations

Correlation of INT1 to CCSS Appendix A PDF

Correlation INT1 to CCSS Math Practices PDF

INT1 Text to CCSS Standards PDF

Core Connections Algegra 2

CCSS Appendix A to Textbook CCA2 PDF

CCA2 Text to CCSS Standards Traditional PDF

Correlation CCA2 to CCSS Math Practices PDF

Core Connections Geometry
Correlations

Correlation of CCG to CCSS Appendix A PDF

CCG Text to CCSS Standards Traditional PDF

Correlation CCG to CCSS Math Practices PDF

Correlation of CCG to PARCC Model Framework PDF

Core Connections Algebra
Correlations

CCSS Appendix A to Textbook CCA PDF

CCA Text to CCSS Standards Traditional PDF

Correlation CCA to CCSS Math Practices PDF

Correlation of CCA to PARCC Model Framework PDF

Core Connections 3
Correlations

Core Connections 2

Core Connections 1