- to construct a deeper understanding of many major mathematical concepts
- to view a visual model of mathematical concepts
- to make connections between various representations of mathematical concepts
- to allow students to experiment with mathematical ideas and concepts manipulatively

**Adding Notes & Custom Options**provide users a tutorial to customize their Virtual Math eTools by adding title, description, and enable/disable the tools they want to show.

**Using General Tools**provide users a tutorial to add text, pattern tiles, colored dots, and colored lines.

**CPM Tiles**allows the user to choose from the variety of options.

**Algebra Tiles**consist of moveable tiles to represent variables such as*x*,*y*, their squares, as well as a tile to represent a single. These tiles can be arranged to create models for many mathematical concepts.

**Algebra Tiles Tutorials**explain many uses of the tiles for modeling a variety of Algebra concepts.

**Area and Perimeter**tiles help students understand the difference between area and perimeter by creating and explaining models they create.

The “Using and Area and Perimeter” tutorial will walk your student through the process of creating an area and/or perimeter diagram and saving their work.

**Probability Tools**allow students to create simulations and models for understanding and explaining probability concepts.

**Probability Tutorials**provide students with tutorials for using and creating their own probability models.

© 1989-2022 CPM EDUCATIONAL PROGRAM All rights reserved. CPM Educational Program is a 501(c)(3) educational nonprofit corporation.

Menu

Menu

Menu

###### 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..

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

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.

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.

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.

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*.

Correlations

Correlations