Online CPM Slack Community: Statistics Edition

Instructional Practices Icon

Jenni White, Evanston, WY

Hearing the words “AP Statistics” can bring paroxysms of joy or tremors of fear. Statistics seem to be a subject that math educators either love or hate. Hopefully, now that CPM has created a student-centered, problem-based AP Statistics course, students and teachers will no longer see Statistics as a fear inducing topic, but one that should be at the top of high school math education.

When I was asked to teach AP Statistics for the first time, I knew it would be a daunting task. I had not used statistics in anything but the most meager of situations since my singular statistics class during my under-grad ages ago. All that I remembered was that I liked it and that I made a lot of money tutoring nurses! Jumping into ogives, t-tests, and chi-tests was scary! While I would like to think that I did okay, I know that if I had other teachers to talk to, I would have done better than “okay”. Luckily, I have had the opportunity! I have been able to reach out to other CPM AP Stats teachers, and of course, they are amazing!

One way that CPM Statistics teachers can connect is with the online community platform Slack. Slack allows people to message others about specific topics; of course, the CPM Stats Slack is all about teachers who use the CPM book to teach statistics. Inside the main platform, teachers can add their thoughts, tips, and problems to different hashtags for other people to find and add to. The current hashtags are: #2020ap-stats-changes, #general, #projects, and #random. Any user can add a hashtag line and any user can join any of the hashtags. This makes it easy to organize things; if you are not interested in a particular tag, just don’t follow it! Users can also message other users privately through the work space.

Currently, there are not very many teachers on the Slack CPM Stats community. We would love to hear your voice! Please join us by sending me an e-mail; I will send you a Slack invite. I look forward to seeing you there!

You are now leaving

Did you want to leave

I want to leave

No, I want to stay on

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.

Edit Content

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.