Thank you CPM Teachers!

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Tara Heikila, Salem, OR,

As a CPM math teacher and tutor, I can instantly spot a student who has been taught with the CPM curriculum. These students do not expect “sit and get” or wait for a special formula. Instead they are more open to begin math conversations to find their point of misunderstanding.

Thank you for telling the stories.

From the Line Factory, to Lenny and George’s rabbits, to the friends who solve problems two different ways and we need to help decide who is correct, and the countless other stories that get our students talking about math.

Thank you for creating a vivid toolbox that students can access when conquering new problems.

Being a math tutor for students who are taught with multiple math curriculums, it is easy to see the foundation of mathematical learning that has occured with CPM students who are seeking additional help in math. Sure, all students begin tutoring by acting shy and quiet about where we should begin. However, CPM students are not afraid to talk about the math.  I believe this is because CPM teachers give students mathematical stories to discover and build their learning. As a tutor, I can continue the process of asking questions to push their discoveries and have them continue the adventure of their mathematical story.

Thank you for taking time to set up and create productive math teams in your classroom.

The roles you create continue with your students beyond your classroom. Tutoring students with a strong foundation of good teamwork are familiar with critiquing the reasoning of others. This breaks down the “I don’t know” barrier, and I can more easily assist the growth of learning that has already begun in class. In tutoring, I had just become another math team member to work with for the hour. I am not seen as the keeper of the math knowledge, instead I am seen as one part of the team working towards understanding.

Thank you for your hard work.

I am always so happy to help your CPM students continue their story of learning. The unending work that it takes to defeat the “I’m terrible at math!” mindset and create students that are inquisitive problem solvers does not go unnoticed.

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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.