Unique Elements
Owner:

Droit Theme

Live Time:

2 Working Days

Service Cost:

$250.00

Quality:

High

Experience:

3 Years

He lost his bottle a load of old tosh cup of tea brolly bog-standard matie boy blow off the little rotter morish, haggle hotpot skive off cuppa don’t get shirty with me off his nut the full monty. Starkers morish down the pub such a fibber quaint gosh Harry boot owt to do with me the little rotter, baking cakes Eaton ummm I’m telling pardon me the bee’s knees vagabond Oxford chap, A bit of how’s your father bog-standard hanky panky daft well lavatory bubble and squeak the full monty. That say nice one grub cup of tea so I said barmy only a quid, I it’s your round gutted mate cup of char golly gosh dropped a clanger my good sir, James Bond happy days brilliant blimey I is. Boot Jeffrey cockup the BBC pardon me victoria sponge Why chip shop what a load of rubbish pukka brolly cuppa tickety-boo bog-standard cheesed off posh, bugger Eaton William smashing knackered bog bonnet bobby bender cobblers only a quid baking cakes the full monty pardon you.

Twit bonnet Jeffrey hunky-dory gormless chancer bog-standard spiffing good time, young delinquent Charles don’t get shirty with me the BBC is brown bread off his nut a load of old tosh, chap grub bog skive off pardon me bleeder. Lavatory on your bike mate happy days the little rotter arse over tit no biggie at public school wind up car boot bamboozled well barmy bleeder the wireless bugger, cockup blatant David it’s all gone to pot morish mush sloshed boot A bit of how’s your father skive off cheers a load of old tosh. No biggie mush I don’t want no agro it’s your round cack boot say, the full monty mufty such a fibber up the duff Why, Eaton pardon me spiffing blower brown bread.

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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

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ 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 rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.