# data[].attributes.headline
Math Leader Professional Learning Oct. 16

# data[].attributes.subject
Math Leader Professional Learning Oct. 16

# data[].attributes.attachment_link.title
ES K-5 Math Content Leader Meeting Oct. 16 and 22, 2018

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Planning a Differentiated Problem-based Lesson

# data[].attributes.subject
Planning a Differentiated Problem-based Lesson

# data[].attributes.attachment_link.title
Planning a Differentiated Problem-based Lesson

# data[].attributes.headline
Questions for Teachers to Facilitate Math Learning

# data[].attributes.subject
Questions for Teachers to Facilitate Math Learning

# data[].attributes.attachment_link.title
Questions for Teachers to Facilitate Math Learning

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Van de Walle

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.readable_text
For PreK-5th Grade Educators

The Build Math Minds Community has professional development videos for elementary teachers on all topics of mathematics. You can earn PD credits from the comfort of your home, at times that are convenient for you.

Watch the video to learn about the 5 Stages to Build Your Math Mind to get a glimpse of what's inside BMM.

I've been doing in-district trainings across the US & in Canada since 2004. As much as I LOVE doing them, there are challenges to them. The cost to have me come is crazy and it's usually just for one day. So, I do the training and then there is no follow-up training after that. This gives you a taste of the information but then once you go back to your classroom and have questions you don't have anyone to ask.

Being part of the Build Math Minds Community is different.

I created the Build Math Minds community to give you ongoing PD at your fingertips that helps you understand the math you are being asked to teach.

Inside BMM are videos that help you understand the mathematical concepts and teaching pedagogy that will help you build your students' math minds. Plus, there are multiple areas to ask questions directly to me and/or other members in the site. So you never feel like you aren't sure if you are headed in the right direction.

Inside the BMM Community , I focus on building , Content , and Your Community . Confidence

Build Math Minds is designed to build your Content Knowledge, your Confidence in teaching math, and give you a Community of like-minded educators that understand what you are going through as you try to build math-thinkers, not calculators.

The PD videos are designed to help you:

Build your knowledge of the procedural and conceptual sides of the mathematics you teach

Develop an understanding of the research-based pedagogy and theories

Implement the ideas in your classroom

Understand how mathematics concepts are connected within your grade level and with other grade levels

The Forums & Groups are designed to:

Give you a safe place to ask questions about your most pressing math issues

Keep resources and ideas organized and easy to access

Help you find other educators going through the same issues and give you a place to collaborate with them

Connect you with like-minded educators who are dedicated to building mathematical thinkers and not just mathematical doers.

The Virtual Math Summits over the last two years were full of 58 AMAZING presentations. You might have watched some of them during the week of the free access, but as a BMM member you have full access to all the presentations anytime you want to watch them.

Not only can you go and watch the videos any time, you can bring together your colleauges and watch the presentations. Imagine watching & discussing these presentations during your PLCs.

As a member, all of the presentation slides will be easily accessible with each video. You also get the Virtual Summit Handbook to help you take notes as you work through presentations by Cathy Fosnot, Steve Wyborney, Graham Fletcher, Jennifer Bay-Williams, Dr. Nicki Newton, Pam Harris, and so many more.

Inside the BMM Community , you get access to all the trainings and webinars that are released for a limited time .

Did you do the 5 Day Fact Fluency Training? How about Graham Fletcher's free Fraction series?? Or my Number Sense Video Series??? All of those are inside Build Math Minds for you to have access to at any time.

You also have access to past webinars done by:

Cathy Fosnot

Matt Larson

Dr. Nicki Newton

And Many More!

Use the button below to join the waitlist and be notified if we open it again before August 2019.

If I join do I get access to your courses?

The full courses (Number Sense 101, Number Sense 201, and Foundation of Fractions) are NOT included in your membership. However, as a member you do get a special discounted price on courses when registration opens for those courses.

What is the time commitment if I join?

The amount of time you spend as a part of the community is up to you. Each week the content that is released may range from taking just 5 minutes to watch on up to 1 hour. You also have access to all the Virtual Math Summit presentations, past webinars, free trainings, and the groups. So, you could spend as much time as you want in the community!

Can I get a certificate of completion/PD hours?

Inside the BMM Community, you can mark videos complete which allows us to track the amount of time you spend watching PD videos so that you can receive hours and we will be offering university credits each semester for those hours.

Can I just buy one enrollment but share the videos with my staff?

Absolutely! If you are a math coach or teacher leader and plan to use the content during your PLCs or other collaboration times, you are welcome to show videos during that time.

However, if you want each teacher to be able to watch the trainings on their own time, whenever is convenient to them, AND for them to be able to track their hours and earn PD hours, then each person would need their own login. Your school can purchase bulk seats using this order form.

Can my school pay monthly?

Most schools can't purchase a monthly membership for you. However, they may be able to purchase a full year's access.

If for some reason your school will only do a 3 month or 6 month enrollment, just email us and we can see what we can work up.

What grade level is this for?

The content inside the community spans the grade bands from PreK through 5th grade. Some videos focus on PreK-2nd, while other videos focus on 3rd-5th content, and other videos are general information that spans all the grade levels.

Either way, it is a fundamental belief of mine that we all should learn about content in grades above and below the grades we teach to help us understand where our kids are coming from and where they will be going.

Do you take purchase orders?

We take purchase orders when a school purchases a yearly enrollment. We don't take purchase orders for monthly enrollments.

Our purchase order form will be available later this week.

Can I become a member later?

Enrollment closes August 8, 2018 and I only open enrollment for the Build Math Minds site once a year. So, if you don't enroll now you can wait to enroll when it opens back up.

Will the price go up?

When you enroll, your membership is locked in at that rate as long as you stay a member. As more content gets added into the community, the price of the membership will most likely go up for new members. But, your price will never go up while you are enrolled in the community.

Why is there a recurring fee and not a one-time fee?

Some communities are a one-time fee to join and you get access to everything they have, forever. But all you get is the stuff that they have already created and they aren't adding anything new.

In this membership community, I continually add new content each month. There are trainings that are in there already and you have access to right away, but there will always be new content being created and added.

What's the difference between this paid community and the Free Facebook group?

The free Build Math Minds Facebook group is a place where everyone is sharing ideas and asking questions. I suggest resources to help answer those questions. But, I don't do any trainings in that group.

So, to me the biggest difference is that in the paid BMM site you get professional development video trainings from me that help you understand the WHY behind the math, the standards, and the activities, not just resources.

a.k.a. The Recovering Traditionalist & Build Math Minds Facilitator

4 Quick Facts About Me

Use the button below to join the waitlist and be notified if we open it again before August 2019.

# data[].attributes.attachment_link.description
For PreK-5th Grade Educators I've been doing in-district trainings across the US & in Canada since 2004. As much as I LOVE doing them, there are challenges to them. The cost to have me come is crazy and it's usually just for one day.

# data[].attributes.attachment_link.title
Version 2 - Blank Planning for differentiation - Whole Group Lesson

# data[].attributes.attachment_link.readable_text
October 2017 | Volume 75 | Number 2
Unleashing Problem Solvers Pages 32-36

Cathy L. Seeley

Back in the 20th century, I was taught how to teach mathematics pretty much the same way I had learned it. My fellow preservice teachers and I were told to prepare our lessons thoroughly, present the intended concept or procedure clearly (and with enthusiasm!), and guide students as they worked through some examples. Eventually, we would assign homework, including a few word problems in which students would apply the procedure they had just learned. We hoped students would ask questions if they didn't understand.

The way I learned to teach mathematics was not that different from the way teachers learned to teach other subjects. But in the years since then, we've begun to realize that this one-way delivery of information may set students up for frustration and failure, especially when they're faced with challenging problems they haven't been taught how to solve. If we teach students solely by providing them with specific procedures to solve predictable problems, how will they learn to deal with problems that don't look like those at the end of the chapter?

An alternative model that I call upside-down teaching can better prepare students to be strong, flexible problem solvers. In this model (see fig. 1), teachers don't wait to assign a problem until they've taught students how to solve it. Instead, upside-down teaching starts with a problem or task that students may not already know how to solve (Seeley, 2014; 2016).

Figure 1. Traditional Teaching vs. Upside-Down Teaching

1. I explain the procedure or concept.

2. We work examples together.

3. You apply what you just learned to solve a word problem.

1. You tackle a problem you may not know how to solve yet.

2. We talk together about your thinking and your work.

3. I help connect the class discussion to the goal of the lesson.

Struggling on Purpose

In the past, many of us tried to protect our students from failure, especially in math class. As a result, generations of students have learned to give up whenever a problem gets hard. But it turns out that constructively struggling with mathematical ideas can engage students' thinking and help them learn to persevere in problem solving (National Council of Teachers of Mathematics, 2014). Emerging from the growth mindset research of Carol Dweck (2007), we now know that an individual's brain grows when he or she struggles in a productive way with something difficult-like a challenging math problem (Boaler, 2015).

More and more teachers are confirming that students can benefit from wrestling with problems they haven't specifically been taught how to solve. In the process, students learn about the power of effort and persistence, become more confident problem solvers, and even grow their intelligence.

Upside-Down Teaching in Action

Unlike the traditional teacher-centered classroom based on lecture, an upside-down classroom is teacher-structured, but centered on students' thinking. The goal of the lesson isn't simply for students to get the answer to a problem, but rather for students to learn the intended mathematics of the lesson using the problem as the basis for thinking and discussion. After selecting a problem to start the lesson, the teacher's job becomes orchestrating the discourse of the classroom-how students will share their thinking in ways that lead to the mathematical outcome of the lesson-and helping students connect the discussion to the mathematical goal. As the teacher circulates through the classroom, she generally asks questions to help students clarify their thinking or take it to the next level. While doing so, the teacher is also making decisions in the moment about which students will share their work with the whole class and in what order they will be called on.

Sometimes students' discussion will lead directly to the mathematical connection the teacher wants to make-as in a 2nd grade lesson involving subtraction that I'll describe further along in this article. Other times, the teacher may need to guide the conversation more directly toward the math outcome. In either case, students will have been engaged in thinking about the problem and, consequently, they're much more likely to learn the mathematics than if they were simply told what to do.

Let's consider four classroom examples that illustrate the upside-down concept and demonstrate the variety of tasks teachers might select to start an upside-down lesson.

Starting with an Engaging Photo or Video: How Many Cookies?

In a 2nd grade classroom, students watch a video of a furry hand reaching up behind a kitchen counter and taking away an unopened package of cookies. After some noisy chewing and rattling, the hand puts the package back on the counter with some cookies gone. The teacher then asks, "What did you notice in that video? What did you wonder?" The students talk about their observations and the teacher helps them focus on the question they finally agree to tackle: How many cookies did the cookie monster eat?

Students then work in pairs to solve the problem. As the teacher circulates among the pairs, she notices that students have approached the problem in different ways. One of the teacher's key roles in this kind of teaching is deciding who she will call on during the whole-class discussion and in what sequence students should present their work in order to highlight the different approaches. By the lesson's end, the teacher can write on the board a clear mathematical summary of students' work, helping students see that a subtraction equation might result from either a take-away situation or a difference situation and helping them notice that the two resulting equations are related.

This lesson setup is based on the Three-Act Lesson model created by Dan Meyer (2011). View an edited video of this lesson at Teaching Channel.

Starting with Real-Life Examples: What Happens with Bigger Tires?

Some problems might present everyday applications that are likely to engage students' interest. For example, in the excerpt of a 12th grade quantitative reasoning lesson shown in this video clip The teacher brings in a tire (the spare from her car). She sets it on the floor and asks students to take note of the numbers on the tire and discuss what those numbers represent in terms of the tire's measurements. She then asks her students to consider what would happen if someone were to replace their vehicle's tires with bigger tires.

The class offers ideas, speculating that the tire size would affect how fast they could drive, their gas mileage, the accuracy of the odometer, whether the vehicle would take up more space on the road or in a parking spot, and so on. Eventually the teacher narrows down the discussion for students and the class decides to investigate of the effect on gas mileage if the tire size changes. She chooses this question so that students will be able to deepen their understanding of proportionality as they learn to use mathematical modeling in ill-defined problems. She then moves among the groups as they work on the problem in much the same fashion as the 2nd grade teacher in the "How Many Cookies" example, and the class culminates with students presenting their findings to the whole group.

Starting with a Basic Word Problem: How to Make Perfect Purple Paint?

A 6th grade teacher introduces the concept of ratios by presenting a fairly straightforward word problem. She shows students that she can achieve the perfect shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. She then asks students to figure out, and to model with colored cubes and drawings, how many cups of red paint and blue paint would be needed to make 20 cups of perfect purple paint.

As students work in small groups to come up with pictures and models, the teacher moves through the classroom, seeing how they are progressing and asking questions to push their thinking. When a group comes up with three different solutions, the teacher reminds them that they will need to reach a group consensus. Instead of guiding students to the correct answer, she tells them she will return in a few minutes to see what they've agreed on. In this way, students gain experience in explaining their own ideas and listening to others' ideas. You can see an edited video of part of this lesson (from Illustrative Mathematics, the Smarter Balanced Assessment Consortium and Teaching Channel).

Starting with a Mistake: Are the Coordinates Correct?

A pre-calculus teacher puts a graph on the board with some coordinates labeled in two different colors. The teacher tells students there might be an error in the coordinates shown in red. Students work in pairs to discuss the posted work, considering whether there is a mistake and determining how they will make their case to the rest of the class. The teacher then convenes the class for a large-group discussion in which the students present their thinking to their peers, eventually coming to agreement about the correct solution. (You can see an edited video of this lesson from PBS Learning Media.)

What We Can Learn from These Upside-Down Classrooms

Short edited video excerpts of classrooms like these may not show all the elements of an upside-down lesson. In some of the full lessons for which excerpts are shown in the video clips above, for example, we can assume that the teacher helped students crystallize the mathematical conclusion at the end of the lesson (off screen). What we can notice across these examples, however, are the types of tasks the teachers have chosen and the ways the teachers orchestrate the classroom discourse.

In each of these classrooms, the teacher sets the stage with the whole group, elaborating the task or facilitating students in formulating the question they will try to answer. All four types of tasks used in these examples can readily be adapted to any grade level, and there are likely other types of problems or tasks that would also work well for upside-down lessons. In choosing tasks for such lessons, teachers look for "low-floor high-ceiling" tasks. This means looking for tasks with multiple entry points-so that essentially all students can access the task at some level-but that also allow for considerable depth or extension (Smith & Stein, 2011).

In terms of orchestrating discourse, the teachers in these classrooms move among students as they work, asking questions or offering comments like, "I notice that in your group you have three different models. I'll be back in a few minutes to see if you have agreed on which model you want to present to the class," or "Can you draw on your paper a picture of what you just said?" or "How did you decide to divide by 7?" When the teacher brings students together after their group work, students present their findings and solutions to the whole class, with the teacher asking clarifying questions, facilitating further discussion, and, finally, making explicit the mathematical connection between students' work and the mathematical goal of the lesson.

We also notice that sometimes students in these classrooms share answers or approaches that are incorrect. Teachers have learned that valuable classroom discussions can arise from wrong answers. Jo Boaler (2015) suggests that we actually learn more from making a mistake than from getting a right answer. Upside-down teaching helps both students and teachers understand that mistakes will happen, and that when they do, the class will use the opportunity to dig into the thinking that led to the mistake, leading to deeper understanding of the mathematics and increasing the likelihood that students will be able to use what they've learned to solve other problems in the future.

Teachers today have access to a growing body of publicly available classroom videos showing this kind of mathematics teaching, whether labeled upside-down, problem-centered, student-focused, or just math class. Videos such as those described here provide a great opportunity for individual reflection or professional discussion among colleagues. In looking at classrooms in real time or analyzing online videos, educators can ask questions like,

▪ What kind of problem or task does the teacher use to start the lesson?

▪ How does the teacher encourage students' thinking and stimulate student discourse?

▪ What kinds of questions does the teacher ask?

▪ What do you notice about the roles of the teacher and student?

▪ How does the teacher sequence students' presentation of their work?

▪ How does the teacher connect the class discussion to the mathematical outcome of the lesson?

▪ How is this classroom similar to or different from your classroom or the other classrooms you see?

Not all upside-down classrooms will complete a lesson in one class period or follow the same format. Effective upside-down classrooms differ noticeably in terms of how they're organized and how they flow. What they have in common is the focus on students engaging in thinking about a problem they haven't already been taught how to solve. The teacher sets the stage with the whole class, sometimes (but not always) facilitating discussion among students as they narrow down what they will explore in the lesson. Students then work on the task, individually or in groups, followed a whole-group discussion.

As we analyze such classrooms, we notice that they are heavily teacher-structured, but not teacher-centered. The focus is on students coming up with ideas, solutions, approaches, and models, even as the teacher facilitates the discussion and makes explicit the mathematical concepts revealed by students' work.

Making the Classroom a Safe Place to Share

When we look into classrooms that use an upside-down approach to problem solving, it becomes obvious that the students seem quite willing to share their thoughts and ideas. Regardless of their grade level, they don't seem to be anxious about the possibility of making a mistake or having an incorrect idea. They've come to expect that open discussion is what happens in math class.

This willingness to risk sharing their ideas doesn't come easily to students, and it doesn't happen overnight, especially for older students who over the years may have developed a reluctance to speak up in math class. The teachers in these examples have spent deliberate time making their classrooms conducive to respectful, open conversation. They have worked with students to create positive class norms that encourage every student to participate-norms based on respect and recognition of the value of everyone's ideas (Boaler, 2015; Chapin, O'Connor, & Anderson, 2013; Kazemi & Hintz, 2014). A culture in which all students appreciate the contributions of every other student not only promotes problem solving, but also makes a strong statement that equity is valued in our classrooms.

Upside-Down Teaching Every Day?

It may or may not make sense to use this kind of upside-down, problem-centered, student-focused approach every day. The main idea is to prioritize student thinking, reasoning, and problem solving every day and to structure classrooms where those outcomes are consistently valued. Some teachers will use an upside-down approach every day. Others may choose to include an occasional teacher-led lecture or presentation of an interesting mathematical idea or observation. Whatever way a teacher structures lessons, students should come to expect that when they walk in the door to math class, they're going to have lots of opportunities to talk about their thinking and share their reasoning as they take on challenging, interesting problems.

References

Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.

Chapin, S. H., O'Connor, C., & Anderson, N. C. (2013). Talk moves: A teacher's guide for using classroom discussions in math (3rd ed.). Sausalito, CA: Math Solutions.

Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books.

Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Portland, ME: Stenhouse Publishers.

Meyer, D. (2011). The three acts of a mathematical story. Retrieved April 27, 2017, from http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.

Seeley, C. L. (2014). "Upside-Down Teaching" in Smarter than we think: More messages about math, teaching, and learning in the 21st century. Sausalito, CA: Math Solutions.

Seeley, C. L. (2016). Making sense of math: How to help every student become a mathematical thinker and problem solver. Alexandria, VA: ASCD.

Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.

Endnote

This lesson and video comes from Advanced Quantitative Reasoning, a course developed by the Texas Association of Supervisors of Mathematics working with the Charles A. Dana Center at the University of Texas, Austin.

Cathy L. Seeley ( www.cathyseeley.com) is a mathematics educator, speaker, and writer in Austin, Texas, and former president of the National Council of Teachers of Mathematics. She is the author of Making Sense of Math: How to Help Every Student Become a Mathematical Thinker and Problem Solver (ASCD, 2016) and Smarter Than We Think: More Messages about Math, Teaching, and Learning in the 21st Century (Math Solutions, 2014). Follow her on Twitter.

# data[].attributes.attachment_link.description
October 2017 | Volume 75 | Number 2 Unleashing Problem Solvers Pages 32-36 Cathy L. Seeley Back in the 20th century, I was taught how to teach mathematics pretty much the same way I had learned it.

# data[].attributes.headline
Inquiry Teaching - Models of Instruction

# data[].attributes.subject
Inquiry Teaching - Models of Instruction

# data[].attributes.body
Vab de Wall

# data[].attributes.attachment_link.title
Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

# data[].attributes.headline
Jo Boaler - Youcubed -Stanford University - online courses

# data[].attributes.subject
Jo Boaler - Youcubed -Stanford University - online courses

# data[].attributes.attachment_link.readable_text
"How to Learn Math for Teachers" and "Mathematical Mindsets" are courses about the teaching of mathematics K-12. If you are new to the ideas shared on youcubed and in the book Mathematical Mindsets, "How to Learn Math for Teachers" is for you. If you are knowledgeable about the latest research and you already use number talks regularly, "Mathematical Mindsets" is the next course along. "Mathematical Mindsets" also shares the approach of our youcubed summer camps, with over 30 classroom videos. If you would like to learn about ways to integrate data science into your teaching, of any subject or grade, then our newest course, "21st Century Teaching and Learning," is the best choice. Click on any of the courses below to learn more!

# data[].attributes.attachment_link.title
Online Courses for Teachers Archives - YouCubed

# data[].attributes.attachment_link.description
"How to Learn Math for Teachers" and "Mathematical Mindsets" are courses about the teaching of mathematics K-12. If you are new to the ideas shared on youcubed and in the book Mathematical Mindsets, "How to Learn Math for Teachers" is for you.

# data[].attributes.attachment_link.description
A solid foundation in math and science is one of the most important skills for today's students. Basic math skills are a building block for success in other subjects,and science helps students understand the world around them.

# data[].attributes.attachment_link.readable_text
Heinemann On-Demand Courses are written and presented by our expert authors on topics that matter to teaching and learning today. High quality author-delivered video combined with practical application and reflection offer participants a job-embedded online PD experience that truly changes practice.

Choose to enroll as a team, school, or individual in our full-length, mini- and single-session courses.

Professional Development Services Menu

2019-20 Heinemann PD Catalog-Journal

Download and share the latest issue of our Professional Development Catalog-Journal, edited by Ellin Oliver Keene - now with even more articles and content to help advance your practice!

# data[].attributes.attachment_link.title
On-Demand Courses | Online Professional Development

# data[].attributes.attachment_link.description
Heinemann On-Demand Courses are written and presented by our expert authors on topics that matter to teaching and learning today. High quality author-delivered video combined with practical application and reflection offer participants a job-embedded online PD experience that truly changes practice. Choose to enroll as a team, school, or individual in our full-length, mini- and single-session courses.

# data[].attributes.body
Online Virtual Math Summit 1x year
Recorded Webinars
Free Resources

# data[].attributes.attachment_link.readable_text
For PreK-5th Grade Educators

The Build Math Minds Community has professional development videos for elementary teachers on all topics of mathematics. You can earn PD credits from the comfort of your home, at times that are convenient for you.

Watch the video to learn about the 5 Stages to Build Your Math Mind to get a glimpse of what's inside BMM.

I've been doing in-district trainings across the US & in Canada since 2004. As much as I LOVE doing them, there are challenges to them. The cost to have me come is crazy and it's usually just for one day. So, I do the training and then there is no follow-up training after that. This gives you a taste of the information but then once you go back to your classroom and have questions you don't have anyone to ask.

Being part of the Build Math Minds Community is different.

I created the Build Math Minds community to give you ongoing PD at your fingertips that helps you understand the math you are being asked to teach.

Inside BMM are videos that help you understand the mathematical concepts and teaching pedagogy that will help you build your students' math minds. Plus, there are multiple areas to ask questions directly to me and/or other members in the site. So you never feel like you aren't sure if you are headed in the right direction.

Inside the BMM Community , I focus on building , Content , and Your Community . Confidence

Build Math Minds is designed to build your Content Knowledge, your Confidence in teaching math, and give you a Community of like-minded educators that understand what you are going through as you try to build math-thinkers, not calculators.

The PD videos are designed to help you:

Build your knowledge of the procedural and conceptual sides of the mathematics you teach

Develop an understanding of the research-based pedagogy and theories

Implement the ideas in your classroom

Understand how mathematics concepts are connected within your grade level and with other grade levels

The Forums & Groups are designed to:

Give you a safe place to ask questions about your most pressing math issues

Keep resources and ideas organized and easy to access

Help you find other educators going through the same issues and give you a place to collaborate with them

Connect you with like-minded educators who are dedicated to building mathematical thinkers and not just mathematical doers.

The Virtual Math Summits over the last two years were full of 58 AMAZING presentations. You might have watched some of them during the week of the free access, but as a BMM member you have full access to all the presentations anytime you want to watch them.

Not only can you go and watch the videos any time, you can bring together your colleauges and watch the presentations. Imagine watching & discussing these presentations during your PLCs.

As a member, all of the presentation slides will be easily accessible with each video. You also get the Virtual Summit Handbook to help you take notes as you work through presentations by Cathy Fosnot, Steve Wyborney, Graham Fletcher, Jennifer Bay-Williams, Dr. Nicki Newton, Pam Harris, and so many more.

Inside the BMM Community , you get access to all the trainings and webinars that are released for a limited time .

Did you do the 5 Day Fact Fluency Training? How about Graham Fletcher's free Fraction series?? Or my Number Sense Video Series??? All of those are inside Build Math Minds for you to have access to at any time.

You also have access to past webinars done by:

Cathy Fosnot

Matt Larson

Dr. Nicki Newton

And Many More!

Use the button below to join the waitlist and be notified if we open it again before August 2019.

If I join do I get access to your courses?

The full courses (Number Sense 101, Number Sense 201, and Foundation of Fractions) are NOT included in your membership. However, as a member you do get a special discounted price on courses when registration opens for those courses.

What is the time commitment if I join?

The amount of time you spend as a part of the community is up to you. Each week the content that is released may range from taking just 5 minutes to watch on up to 1 hour. You also have access to all the Virtual Math Summit presentations, past webinars, free trainings, and the groups. So, you could spend as much time as you want in the community!

Can I get a certificate of completion/PD hours?

Inside the BMM Community, you can mark videos complete which allows us to track the amount of time you spend watching PD videos so that you can receive hours and we will be offering university credits each semester for those hours.

Can I just buy one enrollment but share the videos with my staff?

Absolutely! If you are a math coach or teacher leader and plan to use the content during your PLCs or other collaboration times, you are welcome to show videos during that time.

However, if you want each teacher to be able to watch the trainings on their own time, whenever is convenient to them, AND for them to be able to track their hours and earn PD hours, then each person would need their own login. Your school can purchase bulk seats using this order form.

Can my school pay monthly?

Most schools can't purchase a monthly membership for you. However, they may be able to purchase a full year's access.

If for some reason your school will only do a 3 month or 6 month enrollment, just email us and we can see what we can work up.

What grade level is this for?

The content inside the community spans the grade bands from PreK through 5th grade. Some videos focus on PreK-2nd, while other videos focus on 3rd-5th content, and other videos are general information that spans all the grade levels.

Either way, it is a fundamental belief of mine that we all should learn about content in grades above and below the grades we teach to help us understand where our kids are coming from and where they will be going.

Do you take purchase orders?

We take purchase orders when a school purchases a yearly enrollment. We don't take purchase orders for monthly enrollments.

Our purchase order form will be available later this week.

Can I become a member later?

Enrollment closes August 8, 2018 and I only open enrollment for the Build Math Minds site once a year. So, if you don't enroll now you can wait to enroll when it opens back up.

Will the price go up?

When you enroll, your membership is locked in at that rate as long as you stay a member. As more content gets added into the community, the price of the membership will most likely go up for new members. But, your price will never go up while you are enrolled in the community.

Why is there a recurring fee and not a one-time fee?

Some communities are a one-time fee to join and you get access to everything they have, forever. But all you get is the stuff that they have already created and they aren't adding anything new.

In this membership community, I continually add new content each month. There are trainings that are in there already and you have access to right away, but there will always be new content being created and added.

What's the difference between this paid community and the Free Facebook group?

The free Build Math Minds Facebook group is a place where everyone is sharing ideas and asking questions. I suggest resources to help answer those questions. But, I don't do any trainings in that group.

So, to me the biggest difference is that in the paid BMM site you get professional development video trainings from me that help you understand the WHY behind the math, the standards, and the activities, not just resources.

a.k.a. The Recovering Traditionalist & Build Math Minds Facilitator

4 Quick Facts About Me

Use the button below to join the waitlist and be notified if we open it again before August 2019.

# data[].attributes.attachment_link.description
For PreK-5th Grade Educators I've been doing in-district trainings across the US & in Canada since 2004. As much as I LOVE doing them, there are challenges to them. The cost to have me come is crazy and it's usually just for one day.

# data[].attributes.headline
San Francisco Math Department - entire units with tasks

# data[].attributes.subject
San Francisco Math Department - entire units with tasks

# data[].attributes.attachment_link.readable_text
Elementary Math materials for distance learning Include a revised scope and sequence adjusted for distance learning, content priority documents, and slide decks for every unit in our curriculum. Many educators are continuing to use these resources, even while teaching in person.

​ Secondary lessons contain proprietary content that is licensed by SFUSD and therefore can not be shared outside of SFUSD.

# data[].attributes.attachment_link.description
Elementary Math materials for distance learning Include a revised scope and sequence adjusted for distance learning, content priority documents, and slide decks for every unit in our curriculum. Many educators are continuing to use these resources, even while teaching in person.

# data[].attributes.body
Various resources - units, tasks, support for PLC, assessment, articles, etc.

# data[].attributes.attachment_link.readable_text
Project AERO is pleased to offer resources in Math, Science, English/Language Arts, Social Studies and World Languages that are designed to assist teachers. Each of these content areas: 1. identifies the critical areas in each subject area; 2. provides guidance for accelerating instruction; and 3. gives links to additional materials, such as exemplar units, when available.

Math: The AERO Math provides resources for K-10. The resources include the Critical Areas for each grade and high school course, sample scope and sequences, anchor and target tasks, and instructional strategies for implementation.

Science: AERO Science Critical Areas for grades K-5 have been identified, summarized and outlined to facilitate science instruction. This work seeks to support science educators in identifying the key content and practices they will need to target when developing assessments and learning experiences. For each grade level there is a year-long overview as well as individual unit documents that provide some guidance for storylines, phenomena and engineering design when appropriate. Similar documents will be released for Middle School before the end of August.

English/Language Arts: AERO's curriculum writers have reviewed the English/Language Arts Framework (205) and identified the Critical Areas within the four strands of Reading, Writing, Language, and Listening and Speaking for Grades K-5. These Critical Areas have been clustered to be the basis for four units at each grade level. In addition, vetted resources have been included for all units.

Social Studies: AERO's curriculum writers have reviewed the Social Studies Framework (2019) and identified the Critical Areas for grades K-5, and have developed three sample units for each grade built on the critical areas. These units have been designed to guide teachers develop students into global citizens.

World Languages: The AERO WL team has worked with colleagues at every grade level schools to create a set of questions and unit themes that "braid" the World Language curriculum to the other core disciplines. Given the variety of schooling models this year, WL teachers are advised to teach fewer units (two to three units rather than five) that retain all five C's of the 2018 AERO WL Standards and Benchmarks. The model units being released reinforce academic vocabulary and content while building language proficiency, strong intercultural skills and supporting social and emotional learning.

# data[].attributes.attachment_link.description
Project AERO is pleased to offer resources in Math, Science, English/Language Arts, Social Studies and World Languages that are designed to assist teachers. Each of these content areas: 1. identifies the critical areas in each subject area; 2. provides guidance for accelerating instruction; and 3.

# data[].attributes.body
Math curriculum with tasks

# data[].attributes.attachment_link.readable_text
The goal of our mathematics program is to help all students see themselves as confident and competent mathematicians who are able to apply their math knowledge both in and out of the classroom as global citizens.

Our math curriculum is rooted in the following core beliefs about quality math instruction. Explore the foundations of Fishtank Math to learn more about our guiding principles and research base.

# data[].attributes.attachment_link.description
The goal of our mathematics program is to help all students see themselves as confident and competent mathematicians who are able to apply their math knowledge both in and out of the classroom as global citizens. Our math curriculum is rooted in the following core beliefs about quality math instruction.

# data[].attributes.headline
Online Workshop - Empowered Problem Solving

# data[].attributes.subject
Online Workshop - Empowered Problem Solving

# data[].attributes.attachment_link.description
I train mathematics educators who want their students to be better problem solvers.

# data[].attributes.body
Online Workshop, Webinars, Podcasts

# data[].attributes.attachment_link.readable_text
The Make Math Moments Academy

YOUR ROADMAP TO AN INSPIRING MATH CLASS
Create memorable math moments daily with access to curiosity rich tasks, in-depth PD video trainings, and a system for making these moments a reality. Join the Making Math Moments Academy now. Your first 30 days are for free.

# data[].attributes.attachment_link.title
Make Math Moments | Empowering Teachers with Math Activities

# data[].attributes.attachment_link.description
The Make Math Moments Academy YOUR ROADMAP TO AN INSPIRING MATH CLASS Create memorable math moments daily with access to curiosity rich tasks, in-depth PD video trainings, and a system for making these moments a reality. Join the Making Math Moments Academy now. Your first 30 days are for free.