March 4, 2025 • 44 mins
It's International Scrapbooking Industry Day!
Plus on this far side of the CPM Teacher Conference, we reflect on amazing event and look forward to the next one.
Then we have a live recording of the Ignite talks from the Teacher Conference. So enjoy!
Speaker proposals for 2026 CPM Teacher Conference on February 21-22, 2026 in San Francisco will open on or about April 1!
Send Joel and Misty a message!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
X: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:17):
you are listening to the more math for more people
podcast an outreach of cPMeducational program.
Speaker 2 (00:27):
Boom.
Okay, so here we are.
It is March 4th.
Speaker 3 (00:31):
It is.
Speaker 2 (00:34):
What is the national date today?
Speaker 1 (00:36):
Is it March the 4th?
No, that's May the 4th.
We're in March.
Speaker 2 (00:40):
Oh, may, is that.
Speaker 1 (00:42):
Well, that was like a Star Wars.
I was trying to make it.
Yeah, star Wars.
Yeah, okay.
Speaker 2 (00:45):
Nevermind.
Speaker 1 (00:45):
Oh, that was like a Star Wars joke.
I was trying to make it a StarWars joke.
Okay, never mind, it's March4th and it's International
Scrapbooking Industry Day.
Speaker 2 (00:54):
Wait, it's International Scrapbooking
Industry Day.
Speaker 4 (00:56):
Mm-hmm.
Speaker 2 (00:57):
Not just Scrapbooking Day, no, scrapbooking Industry
Day, scrapbooking Industry Dayit's not about doing the
scrapbooking it's about peopleselling scrapbooking supplies to
you.
Speaker 1 (01:05):
It's about the whole industry.
Speaker 2 (01:07):
Oh, the whole thing, which would include doing the
scrapbooking, correct?
Speaker 1 (01:12):
When do you think the ?
Term scrapbook became official.
When do you think that happened?
Speaker 2 (01:17):
Was there some kind of a certificate that made it
official?
Speaker 1 (01:22):
I have some information here.
I have more questions about thequestions than anything usually
.
What do you think?
Speaker 2 (01:28):
When did scrapbooking come into parlance?
I'm going to guess 1850.
Speaker 1 (01:37):
Well, you're probably right, because it says the
1800s Nice it was.
Yeah, it was quite.
Speaker 2 (01:43):
That's pretty vague the 1800s.
Plus or minus 50 years 1872, afamous scrapbooker Famous.
Speaker 1 (01:52):
He patented self-pasting scrapbooks.
Speaker 2 (01:57):
Self-pasting scrapbooks.
Speaker 1 (01:58):
Can you think of who that might be?
Speaker 2 (02:01):
Is that?
Like a sticker so is that likea sticker?
Sorry, I, that's how I read it.
Speaker 1 (02:12):
Yeah okay, self-pasting would be like a
sticker.
Speaker 2 (02:15):
Yeah, who did it?
Yeah, uh, elmer mark twain?
Speaker 1 (02:16):
I don't know, there's zero connection or reference
for you to ever guess that.
Speaker 2 (02:21):
That's that, but I to guess, like you know, somebody
who made glue or 3M 1872.
1872.
I imagine 1872.
Self-tasting scrapbook YepInteresting.
Speaker 1 (02:35):
I like to celebrate this day because I have some
history with scrapbooking.
So in one of my manyexperiences in my life I was a
flexography printer Flexographyso it's basically rolls on
adhesive sort of thing, and soyou got to get the plates, you
(02:57):
got to mix the colors the cyan,the magenta, the yellow, the
black and our biggest customerwas medical labeling.
So anything on a bottle,anything on a label.
Our second biggest customerwine, wine labels were a big
deal.
Third scrapbookers.
Speaker 2 (03:20):
They were putting stuff on.
Speaker 1 (03:22):
They had ideas, maybe themes, like maybe I myself am
a National Park Junior Ranger,they were putting stuff on.
They had ideas, maybe themes,like maybe I myself am a
National Park Junior Ranger andthere might be Junior Ranger
scrapbooking stickers or thingslike that.
And here in Utah there are manyscrapbooking parties.
Oh yeah, All sorts of stuff.
Speaker 2 (03:43):
I'm just trying to figure out what it had to do
with it going on something thatwas round well, is that part
related or not.
Speaker 1 (03:50):
Oh, I round because like a pill bottle is what your
vitamin.
Speaker 2 (03:54):
But then how did like , but they didn't have to go on
something no, it could go onsomething flat as well, yeah
okay, okay, that part was justsuperfluous, yeah yeah, got it
kind of like Mark Twain, I guess.
Kind of like a lot of things onthis podcast.
It's a national day of.
Speaker 1 (04:12):
True, true.
Perhaps Do you have anyexperience with the scrapbooking
.
Speaker 2 (04:16):
When I was little like I would say seven to 12, I
kept a quote unquote scrapbookbut it was just like where I put
my like little school awardsand things I'm sure I had an
award for like my math facts orwhatever you know little things
like that.
I get little certificates orwhatever and I'd put them in
(04:38):
there.
I kept things.
I used to have that somewhereNice, but I didn't ever get into
the like, the like swankyscrapbooking that people do now,
or it's like it's a big deal.
It's a whole deal, yeah, andthat's that's more than I want
to do.
But I appreciate the people whodo it because they look pretty
cool, I mean it's it's like aneighbor of love.
Speaker 1 (05:00):
Yeah Well, it's one way you can celebrate actually
is to browse through yourscrapbooks, so you could pull
those out.
Speaker 2 (05:05):
Oh, I could go pull my scrapbook out when I did when
I was seven, yeah, nice.
Speaker 1 (05:11):
Yeah, that is nice.
Speaker 2 (05:16):
I had a little stroll down memory lane.
What are you going to do tocelebrate then, Joel?
Speaker 1 (05:21):
Well, so one of the suggestions is to join a
scrapbook club.
Speaker 4 (05:26):
I'm not going to do that.
Speaker 1 (05:28):
I could get a scrapbook.
I actually have a lot ofsamples of stickers still, but I
don't have books to put them in, so maybe I'm going to
celebrate by getting a book.
Put some stickers in there.
Speaker 2 (05:42):
Putting your self-adhesive scrapbook pieces
in it.
Yeah, there you go.
Speaker 1 (05:47):
Again Mark Twain.
It says he made a fortune about$100,000 of his scrapbooking
technology Back then.
That was a lot of money.
That's really interesting yeah.
Speaker 2 (05:56):
That was a lot of money.
I mean, it's still a lot ofmoney now, sure.
So they had more money.
I would appreciate it.
Speaker 1 (06:00):
You're 50 years ago.
Speaker 2 (06:01):
Wow, all right, well, enjoy your, is it international
or national.
Speaker 1 (06:08):
It is International.
Speaker 2 (06:10):
Scrapbooking.
Speaker 1 (06:10):
Industry.
Speaker 3 (06:11):
Day.
Speaker 1 (06:12):
And I hope you indulge in however you do
Exactly.
Speaker 2 (06:24):
Okay, so here we are.
It is March 4th.
Speaker 4 (06:39):
It is March 25th Doop-de-doop.
Speaker 2 (06:42):
What is the national date today.
Speaker 1 (06:43):
Is it March the 4th?
Speaker 2 (06:47):
No, that's May the 4th we're in march, oh may, is
asked.
Speaker 1 (06:49):
Well, that was like a star wars.
I was trying to make that starwars.
Okay, it's march 4th and it'sinternational scrapbooking
industry day wait, it'sinternational scrapbooking
industry day, not ScrapbookingIndustry Day.
Speaker 2 (07:05):
Mm-hmm, not just Scrapbooking Day, no
Scrapbooking Industry Day.
No Scrapbooking Industry Day,it's not about doing the
scrapbooking it's about peopleselling scrapbooking supplies to
you.
Speaker 1 (07:12):
It's about the whole industry.
Speaker 2 (07:15):
Oh, the whole thing, which would include doing the
scrapbooking, correct?
Speaker 4 (07:18):
Okay.
Speaker 2 (07:25):
When do you think the term scrapbook became official?
When do you think that happened?
Was there some kind of acertificate that made it
official?
Speaker 1 (07:30):
I have some information here.
Speaker 4 (07:31):
I have more questions about the questions than
anything usually.
What do you think?
Speaker 2 (07:36):
When did scrapbooking come into parlance?
I'm going to guess 1850.
Speaker 1 (07:45):
Well, you're probably right, because it says the
1800s Nice it was.
Yeah, it was clean.
Speaker 2 (07:51):
That's pretty vague, the 1800s yeah.
Plus or minus 50 years 1872, afamous scrapbooker Famous.
Speaker 1 (08:01):
He patented self-pasting scrapbooks.
Speaker 2 (08:08):
Self-pasting scrapbooks.
Can you think of who that?
Speaker 1 (08:11):
might be, so is that like a sticker.
Speaker 2 (08:13):
Sorry, I that's how I read it yeah, okay,
self-pasting would be like asticker.
Yeah, who did it?
Speaker 1 (08:19):
yeah, uh, elmer mark twain hello there's zero
connection Elmer Mark Twain.
Oh, mark Twain, there's zeroconnection or reference for you
to ever guess that.
Speaker 2 (08:30):
I certainly guess, like you know, somebody who made
glue or 3M 1872.
I imagine 1872.
Self-tasting scrapbook YepInteresting.
Speaker 1 (08:44):
I like to celebrate this day because I have some
history with scrapbooking.
So the in one of my manyexperiences in my life, I was a,
a flexography printerFlexography so it's, it's, it's
basically rolls on adhesive sortof thing, and so you got to get
(09:08):
the plates.
You got to mix the colors thecyan, the magenta, the yellow,
the black and our biggestcustomer was medical labeling.
So anything on a bottle,anything on a label.
Our second biggest customerwine, wine labels were a big
(09:28):
deal.
Third, scrapbookers.
Speaker 2 (09:33):
They were putting stuff on.
Speaker 1 (09:35):
They had ideas, maybe themes, like maybe I myself am
a National Park Junior Rangerand there might be Junior Ranger
scrapbooking stickers or thingslike that.
Here in Utah there are manyscrapbooking parties.
Oh yeah, all sorts of stuff.
Speaker 2 (09:57):
I'm just trying to figure out what it had to do
with it going on something thatwas round.
Is that part related?
Speaker 1 (10:06):
Round, because a pill bottle is what they are vitamin
.
Speaker 2 (10:09):
I understand, but then how did like, but they
didn't have to go on something.
Speaker 1 (10:13):
No, it could go on something flat as well, oh okay,
okay, that part was justsuperfluous information.
Yeah, yeah, got it Kind of likeMark Twain, I guess.
Speaker 2 (10:23):
Kind of like a lot of things on this podcast.
It's a national day of True,true.
Speaker 1 (10:28):
Perhaps Do you have any experience with the
scrapbooking.
Speaker 2 (10:33):
When I was little like I would say seven to 12, I
kept a quote unquote scrapbookbut it was just like where I put
my like little school awardsand things.
I'm sure I had an award forlike math facts or whatever yeah
.
You know little things like that.
I get little certificates orwhatever and I'd put them in
(10:55):
there.
I kept things.
I used to have that somewhereNice.
But I didn't ever get into thelike, the like swanky
scrapbooking that people do nowor it's like it's a whole deal.
Yeah, and that's.
That's more than I want to do,but I appreciate the people who
do it because they look prettycool.
I mean it's, it's like aneighbor of love.
Speaker 1 (11:17):
Yeah Well, it's one way you can celebrate actually
is to browse through yourscrapbooks, so you could pull
those out.
Speaker 2 (11:22):
Oh, I could go pull my scrapbook out when I did when
I was seven.
Speaker 5 (11:25):
Yeah.
Speaker 2 (11:27):
Nice.
Speaker 1 (11:28):
Yeah, that is nice.
Speaker 2 (11:33):
I had a little stroll down memory lane.
What are you going to do tocelebrate that, Joel?
Speaker 1 (11:38):
Well, so one of the suggestions is to join a
scrapbook club.
I'm not going to do that.
I could get a scrapbook.
I actually have a lot ofsamples of stickers still, but I
don't have books to put them in.
So maybe I'm going to celebrateby getting a book.
(11:59):
Put some stickers in there.
Speaker 2 (12:00):
Putting your self-adhesive scrapbook pieces
in it.
Speaker 1 (12:04):
Yeah, there you go Again, mark Twain.
It says he made a fortune about$100,000 of his scrapbooking
technology.
Back then that was a lot ofmoney.
Speaker 2 (12:15):
That was a lot of money.
I mean, it's still a lot ofmoney.
Now you had more money, I wouldappreciate it.
Wow, all right.
Well, enjoy your internationalor national.
Speaker 1 (12:27):
It is International Scrapbooking.
Speaker 4 (12:29):
Industry Day.
Speaker 1 (12:31):
And I hope you indulge in however you do
Exactly.
Speaker 6 (12:38):
Alright, come on in and find your seats.
You can hear me out in thehallway.
Come on in the room.
The weather's fine, not as goodas I thought, Alright thanks
everybody for coming to the 2025CPF Conference Ignite Session.
(13:04):
Did you all have a good daytoday?
Excellent, I had a good day too, my feet actually kind of hurt.
Speaker 3 (13:13):
Somebody told me just yesterday today all that kind
of a thing.
Within one day there's a lot ofwalking here.
Speaker 6 (13:20):
I think they walked over like seven miles or
something.
So I don't know if you'vechecked your watch yet.
I don't think I'm that close toseven miles, but that's a lot
of walking for sure.
So lots been going on here atthe conference.
If you do get a chance to post,on social media if you're on
social media hashtag thosethings.
(13:41):
We'd love to see what you'vebeen up to this weekend for sure
.
So, without further ado, I'dlike to introduce our first
speaker.
So Brent McLean is our firstspeaker.
He comes here from Oregon.
He's part of our professionallearning team here at CPM and
he's been supporting CPMteachers since 2016.
(14:03):
One thing I can tell you aboutBrett is he loves records and
everywhere I've gone with him,he always takes a few minutes to
find a record store to go findthose records.
So if that's of interest to you, you can go ahead and ask him
about that.
So let's give it up for BrettMcClain.
Speaker 7 (14:46):
Alright, thank you very much.
Let's get this real and startAlright well.
Thank you so much for lettingme share some of the things I've
been thinking about lately, butfirst I want to let you know it
truly all started with football.
It really did.
I learned at a very early agethat four touchdowns is 28
points, so I learned my seventhPretty sure.
That's why I became a mathteacher.
Speaker 3 (15:05):
But first, before we talk more about what I'm going
to think about.
Speaker 7 (15:07):
I'd like to get some of your thoughts.
So think about this problem 56minus 19.
No pencil, no paper.
Look at that.
No brush, no pen.
What do you visualize ourtraditional pencil and paper
algorithm Crossing out the 5 andmaking it a 4?
Anybody yeah, there's alwayssome, absolutely Did anybody do
(15:31):
it more like the 56 minus 20 at1?
Nice, very good.
What about this?
Anybody do 57 minus 20?
.
It's really only kind ofbackwards from the last one, but
I guess that used to beexplicitly taught in school.
Me, I actually did 56 minus 10,then took away 6, then took away
3, kind of as I was going.
(15:52):
But what if I asked you what is56 minus 14?
Would you get it?
56 minus 14?
Would you get it the same way?
No, no, that's amazing.
Okay, that's what we get tohear.
So did anybody go left or right?
Did I take away 10 and then 4?
So, as you might guess, I'vebeen thinking about math fluency
(16:14):
and what that means.
So first a couple of stories.
A while back I went to themovies here and I got two
tickets to the movie, got somepopcorn, got some.
The bill was $43.97.
Okay.
So what did I do?
I gave him a $50 bill at twopennies.
(16:34):
He didn't know.
I gave him the two penniesright, so he didn't realize I
wanted five cents back.
You guys got that.
I appreciate that, all right.
So then, a little bit later, Iwent to McDonald's this was just
a couple weeks ago Gotbreakfast.
The bill was $16.50.
I want you to think about maybewhat I did.
I gave you a $20 bill and twoones.
You looked at the machine, saw$16.50, looked at the bills and
immediately gave you my two onesback.
Didn't realize I wanted thefive back.
(16:57):
I didn't want the ones, Allright.
So I've been teaching a longtime, been in education a long
time, and I've been wonderingabout, so what's up with?
Math fluency.
Speaker 4 (17:05):
Why, during my career , does it?
Speaker 7 (17:06):
not seem to be getting better and better and
better, especially since we'vebeen concentrating on it.
Speaker 4 (17:09):
There's a lot of things we've been trying to do,
so I've been asking myself thisquestion, so I decided to ask
some English teachers aboutEnglish fluency.
Speaker 3 (17:18):
And here's what they said about reading Pretty much
everything.
Speaker 7 (17:20):
Read accurately, with expression and with
comprehension.
This is comprehension aspect.
Okay, that's good.
What about language?
So language, my favorite word,anticonultimate.
Now, if you don't know, whatanticonultimate is.
Speaker 4 (17:38):
The anticonultimate letter of the alphabet is X.
Speaker 7 (17:43):
So through that, because you're fluent in the
language, you could probablyfigure out what that means.
Now some people will speak manylanguages fluently, not many
more fluently.
We're about fluent drivers,right?
I know we weren't fluent whenwe got our driver's license,
probably, but we definitely wantto be.
Speaker 3 (18:01):
If there's an emergency we don't want to be
thinking a foot off on.
Speaker 7 (18:07):
So I'm thinking a lot about what math fluency is,
what it means, and a lot oftimes the first thing people say
is accuracy and speed.
Nothing about comprehension, sothis book that I showed you can
get through in the CTM greatbook talks about four components
of fluency, accuracy,efficiency, flexibility and the
(18:29):
ability to apply strategiesappropriately.
Speaker 3 (18:32):
You know cutting the grass with a pair of scissors,
not a very efficient strategy.
Speaker 7 (18:37):
It'll get you there, but it's not very efficient For
me.
Six plus seven was always hard.
I had a hard time with that oneon a gender and you know I had
to do those timed tests and Iwasn't very good.
6 plus 7 always ended me up.
So what did I do?
Speaker 4 (18:46):
I did 7 plus 7 minus 1.
Speaker 7 (18:47):
That's the strategy I learned Because I love my 7s.
It's a true story.
Alright, now you do a timedtest really assess fluency.
They do let you know, maybe, ifsomebody has developed fluency,
but they don't help studentslearn their math facts or
actually get to fluency.
Speaker 4 (19:07):
And really they don't even test everything.
Speaker 7 (19:09):
So what do we need?
When do we ever see a mathmarketing campaign?
You're a math person.
Right, we don't see that.
We should.
We see reading campaigns allover the place.
We should read.
I watched Quincy's show theother day and it was all about a
guy who couldn't read, and thatwas terrible.
Well, my mother used to tell meI was a bad person, and I think
that's why I became one.
So what can we do?
(19:29):
We're a room full of secondarypeople we often think of fluency
as an elementary thing.
I'm going to play that teachertrick and just turn right back.
What can we do?
And I want you to think aboutthat as you're going through CPM
things and all that sort ofthing, what can you do to help
kids become fluent and flexible?
For me, I'm going to keeptaking my pennies to the movie
theater.
Speaker 4 (19:50):
I can see my wife rolling her eyes right now and
me saying that I'm going to dothat.
Speaker 7 (19:54):
I'll probably do a better job of trying to explain
my strategy.
You need to transfer that.
Oh, and of course, I think Ibetter keep watching football.
Maybe I encourage the others tobecause maybe I'll be able to
help them with their sentence.
Speaker 6 (20:28):
Thank you very much Thank you Okay, Okay, so now our
next speaker, dr Judy Kish.
We're going to do these nointroductions, so as a member of
(20:56):
CPM, I know just a personalstory.
She said don't talk very longand things like that, but I'm
just going to tell a quick story.
When I first met Judy, it wasmy first teacher training that I
did with CPM and she was in mygroup.
We got to sit together work outsome math problems together.
It was about crossing a bridgeand it's just really stuck in my
(21:19):
mind how welcoming she was tome and I think that embodies
everybody.
I've never seen again so I'mreally happy that Judy is here
today to do this event.
Speaker 3 (21:45):
CPM was born in 1989 when Tom Salee, elaine
Casamattis and I got $600,000from the US Department of
Education.
But the story starts with theRussian launch of Sputnik.
But the story starts with theRussian launch of Sputnik when I
first started teaching in 1962,the sine wave rises with
(22:06):
dollars of policy support forteaching reasoning,
understanding and problemsolving and falls with a focus
on back to basics and basicskills testing.
My teacher prep class wassolving problems with my
colleagues.
My Algebra II new math testposed sets of problems my
(22:30):
students could solve in theirgroups using the math they had
learned called group-worthytasks.
Meanwhile, tom Salih wasbecoming a UC Davis math
professor, concerned that hishighest scoring calculus
students could not solveproblems.
He started work on a book withhis daughter's fourth grade
teacher In 1983,.
(22:53):
A Nation at Risk led to supportfor reform.
California Math Project broughtteachers together to work on
mathematics and share their bestlesson ideas.
Tom taught a problem solvingcourse for K-16 math teachers.
Speaker 4 (23:12):
You may recognize.
Speaker 3 (23:13):
Elizabeth Koiner and Susan Hoffmeyer.
The teachers struggled toincorporate reason and problem
solving and time for theirunderstanding.
They realized that theirtextbooks did not support this
and demanded new ones.
Cap was an early example, butthat wasn't enough.
Speaker 4 (23:36):
Something had to be done about the university's
sacred cows algebra geometry,algebra 2,.
Speaker 3 (23:42):
Cpm started as a five-year grant to create three
courses with by and for teachersto use instead of their
textbooks.
Within the traditional highschool program, 20 to 30
teachers met each summer towrite first drafts and revise.
The authors were field testers,but the teacher notes were
(24:04):
really sketchy.
We met during the school yearto provide professional
development for the units we hadwritten.
We learned the importance ofmemorable problems.
Students began transferringtheir learning by learning
mathematical structures,abstracting.
(24:25):
Oh, the amusement park problemis just like the phone plan.
Word spread, demand grew.
Speaker 4 (24:34):
You had to come to the professional development to
get revised materials.
Speaker 3 (24:39):
University reprographics couldn't keep up
and the university van we droveto the county office was riding
on its axles.
In 1993, we became a non-profitcorporation and started
printing books, and Brian Hoeywas our CEO.
(24:59):
Leslie Nittiker joined us towork on calculus, but we signed
her up to revise algebra andeverything else.
Teachers moved to other statesand took CPM with them.
(25:23):
My haunting memory of the mathwars was the parent who said to
her school board I neverunderstood algebra and I want my
daughter to have the sameopportunity.
We persevered and grew with newadditions, grades, sixth,
calculus.
And we grew state to state,teacher to teacher.
The teachers who moved led thePD in their new states and
(25:43):
became regional coordinators.
Speaker 4 (25:47):
So by 2008.
Speaker 3 (25:49):
It was difficult to gather all of our teachers in
one place, so you can barely seeSharon Rendon standing back
there against the wall.
Starting from problem solvingand what students know, then
developing conceptualunderstanding and language does
work.
Currently accepted mathassessment does not, and the
(26:18):
1990 CPM students did a littlebetter on most math tests but
way, way better on constructedproblem solving tests.
The heart of inclusion isengaging students in
understanding.
You can't shortchange the rightside of the learning cycle and
that sign way is really a growthand learning curve, with more
(26:39):
math for more people.
Speaker 6 (27:01):
How great was that?
Okay, this is the portion.
This is my first year being theemcee for this event and I
thought maybe it would be fun ifwe did something new.
So I thought you know whatMisty when everybody registers
we could get their names and putthem in this jar.
(27:21):
I'll make 20 slides and thenthat person will just come up
Bruce Russo.
Speaker 4 (27:33):
Oh my God, just a minute, darren, just shut his
whole brain down.
Speaker 6 (27:53):
Sorry, I'm not a speaker.
This is Daniel Zayasua, southCentral Los Angeles.
He's part of CPM's TeacherResearch Corps Academy of Best
Practice.
He enjoys antiquing, with aspecial interest in vintage
(28:13):
Coca-Cola.
He's known to be synonymouswith.
Diet Coke.
He likes to listen to comedy.
Motorcycle riding I've got twopages.
Teaching has always been hisdream, and in the next phase of
life he either wants to be ajungle cruise skipper at
(28:36):
disneyland or retire old assomeone who sweeps with all the
disney kids.
So let's welcome Daniel Littletest, test test.
Speaker 4 (29:04):
Okay, let's do it.
Speaker 9 (29:16):
COVID started my senior year of college, so after
getting sent home I spoke aboutit for a few days and my
stepdad recommended that I makea post looking for any odd jobs.
So I did, and I even mentionedthat I could do tutoring, but
ironically, all the jobs I endedup getting were landscape.
It was the perfect socialdistance job.
I would be in my little bedroomteacher corner, student
(29:38):
teaching over Zoom, and then onthe weekends I would be doing
some sort of work.
And that work was eitherlandscaping, helping my stepdad
and my grandpa build things forthe houses, or even learning how
to work on cars.
So I learned a lot during thisCOVID year and I realized now,
in my fourth year teaching thoselessons, that I learned doing
all those things can actually beapplied to the math classroom.
(30:03):
Earlier today, my researchgroup and I presented on the
relevancy and connection of mathand I want to continue that
conversation by talking to youabout the hidden curriculum of
your mathematical toolbox.
So let's start by defining someterms, starting with the hidden
curriculum.
Now, the hidden curriculum isessentially what we teach
without teaching it, so that canbe collaboration, communication
(30:23):
, emotional regulation or eventhe math practices are a great
example of this in the sensethat we do those things kind of
in the background.
And your mathematical toolboxis one of my favorite analogies
I make with my students.
Everything we do in math is atool in your toolbox and it's
not only important to have thetool, but you also need to know
how to use it.
(30:45):
Now, not everything I did duringthat time was hidden.
There was a lot of applied math, like stuff I called napkin
math.
I call it napkin math becauseit's stuff you just quickly do
on a napkin and you can toss itaway.
So whether you're hanging placeevenly, cutting lumber or
figuring how much fence to buy,there's a lot of math in
planning.
And speaking of planning thebig job, this was a lot of math
(31:06):
because I needed to figure outhow many days it would take and
now that I had that number, Icould figure out a fair price to
the client that was fair to herbut also allowed me to fairly
pay the people I hired to help.
But I don't want this talk tojust be about all the applied
math.
I want to focus primarily on twoof the math practices that can
really get us to that hiddencurriculum and those connections
(31:28):
from the outside to the insideand we're going to start with
using appropriate toolsstrategically.
Is it a job you're doing by handor are we using tech, slope
triangle or Desmos?
Am I braving out the rake or doI get to use one of the
tractors?
And if I'm using the tractor,which implement?
There's a lot of decisions,because you have to use the
(31:48):
appropriate tool, because if youuse the wrong tool, things fall
apart and, as you see,sometimes literally I love using
that thing as a pick and I voteit, just like how, if you use
the wrong tool for a mathproblem, you break the math
problem, and breaking stuffisn't fun.
Now part of using theappropriate tool is making sense
of the problem Because, let'sbe honest, math is a lot of work
(32:10):
.
You give them that and theygotta do all that, so there's
also a big piece of perseverance.
When I did a lot of the artwork, it looked like a lot because
it was, and this was actually ajob where I was a little
overwhelmed because I had to goall by hand.
But once you persevered throughdoing it, I made sense of it.
Look at those lines Attendingto precision and making sense of
(32:35):
the problem.
And that's easy to say, mind you, I can give the students a
system of equations and say, hey, kid, five steps, but that's a
lot.
They still need to persevere indoing the work, and I related
to that when I was working on mycar and I got stuck.
Speaker 4 (32:52):
And my stepdad pointed out.
Speaker 9 (32:53):
It was literally just two bolts and a screw stopping
me from doing what I had to do.
Speaker 3 (32:57):
But I was still nervous.
Speaker 9 (32:58):
I was still stuck and a big part of that is mindset
We've all seen students getfrustrated with a math problem
and all of a sudden, they're nota math person.
Just like how, when my30-minute break job turned into
a two-hour break job, I did notfeel like a car guy.
Now it's funny how a moment offrustration undoes a lifetime of
(33:22):
experience.
Our students have been doingmath their whole lives and shoot
.
I've been changing breaks orhelping change breaks since
middle school.
So something that helps us withmindset is being open Us our job
as mentors, because studentsare going to get problems wrong.
They're going to fall down andit's up to us to remind them
that they need to get up andkeep getting up.
(33:44):
And as we're doing these things,we don't want to be the
stereotypical parent with ayelling at the kid because
everyone will flash that wrong.
Even though I have that envysometimes, we want to try to
model positivity right.
Bring back that angry and Iwant to leave you with this.
When students are working onthe math problems, they're going
(34:06):
to drop an average.
They're going to drop two andthey're going to drop an
alphabet.
They're going to drop two andthey're going to be embarrassed.
But what's important is toremind them that it happens and
all that matters is you completeit.
Speaker 4 (34:33):
Awesome, all right, so we have one more speaker for
you tonight, robin Kubasik, iswith us.
Speaker 6 (34:54):
And Robin's taught mathematics at both middle
school and high school levelsfor 24 years.
She has a passion formathematics education and
continues to innovate herteaching with research-based
routines that allow students tobecome mathematical thinkers.
She is currently themathematics department chair at
Sturgis High School and teachescore connections, geometry and
algebra too.
She is a Desmos fellow and amath consultant at St Mary's
Assumption School.
Robin likes to share herthoughts about teaching on her
blog and is a 2024 DesmosClassroom Spotlight Activity
(35:19):
Builder winner.
Let's give it up for Robin.
Speaker 8 (35:43):
Today I wanted to talk about my journey as an
educator and then describe why Iam so excited to be at the CPM
conference with you this year.
My journey started 26 years ago, in the late 90s which was an
exciting time to teach NCTMreleased these documents to
guide math instruction and theNational Science Foundation
(36:04):
funded universities to writecurriculum based on these
standards.
I taught middle schoolconnective mathematics, and our
high school taught core plusWhile many educators were
excited about having newresources many traditionalists
were not, and the math warscontinued, while test scores
went up in my district andfailures went down my community
(36:25):
was not impressed since thebooks were full of math examples
.
Speaker 5 (36:29):
After, teaching middle school for nine years.
Speaker 8 (36:31):
I needed a new challenge, so I moved to the
high school, High schoolteachers were tired of fighting
with parents over the textbookand adopted a traditional text
with lots of examples.
Speaker 4 (36:41):
I thought.
Speaker 8 (36:42):
I could add in problem solving, but I went back
to the old show them what to do.
Unfortunately, test scoresstarted to decrease and I was
very unhappy with this way ofteaching so I looked for new
ways to make math interestingfor my students.
I found clickers, jokeworksheets and scavenger hunts
which weren't great.
Speaker 3 (37:02):
So eventually I stumbled across Desmos
Activities, which helped bringinvestigation back into my
classroom and led me to be afellow.
Speaker 8 (37:09):
And that was an exciting time.
The next year I left teachingand became a digital interactive
curriculum developer andcreated digital lessons for
Eureka Math.
I loved having time to createexciting lessons, but I missed
teaching.
So after three years I wentback to teaching.
I ended up back at the sameschool in the same classroom,
(37:31):
but now I had a few tools in mytoolkit that I was excited to
try out and we were adopting anew curriculum.
The first tool in my toolkitwas building thinking classrooms
.
The school is now using packetmath, which I turned into then
slicing tasks and I got studentsup to the board.
This helped students talk, butthey didn't know, the words to
(37:55):
express what they wanted to say,because they weren't used to
doing that.
So these two made a tough yearbetter, peter.
Lillendahl because of BTC, madeteaching exciting again, and Pam
Lindemer, who took the weightof CPM at my school and did a
wonderful job supporting us.
So teaching CPM last year waslike coming home.
(38:19):
I finally didn't have to searchfor problems that were
problem-based and incorporatedthinking and collaboration into
my classroom.
And now I'm going to say why Ilove CPM.
So the first is the freeimplementation.
Support is so important.
The switch to a problem-basedcurriculum can be difficult
(38:39):
without continued support on howto use it.
The three pillars we weremissing these pillars in the
drill and kill resources we wereusing.
It's very easy to make practiceproblems when needed, but it's
near impossible to createlessons with these qualities.
It's easy to combine BTC.
(39:00):
I didn't have to remakeanything Every CPM lesson.
I have taught works well withBTC and CPM takes care of the
thinking tasks and BTC takescare of making students
collaborate.
The intentional storyline ofCPM is impressive.
Each lesson builds on previouslessons and this is just an
(39:23):
example of MindMaps my studentscreated connecting geometric
sequences with exponentialfunctions.
The area model is amazing.
Speaker 4 (39:33):
With diamond methods.
Speaker 8 (39:34):
My students finally can factor and prove that all
students can factor, because Ididn't know, if I always
believed that the support ofteachers in this program is
amazing.
The support of teachers in thisprogram is amazing.
The fact that CPM will pay tobring teachers together and
(39:58):
learn from each other trulyspeaks to the value of this
company.
And here are my wonderful TRCpeople Test scores went up.
Students are learning.
Speaker 3 (40:04):
My.
Speaker 8 (40:04):
NWA scores showed improvement with BTC, but
combined with CPM they improvedeven more and we saw improvement
throughout our district withthe NWBA scores and I.
That look, lets studentsunderstand the why.
Cpm includes the why in thelessons.
(40:24):
In the past we students knewthe steps to solve problems, but
they never knew why they wereusing those steps.
And at last, cpm is only asgood as its teachers teaching it
.
It takes a community of teachersto believe that students can
learn math at high levels andbecome math people.
So please be proud of your work, the work you do because you
(40:48):
are creating a nation of mathpeople.
Speaker 6 (40:59):
That was awesome too.
Alright, let's just give.
This process is not easy by anymeans.
To put together five minutes ofsomething you're passionate
about and share it witheverybody, and I hope that next
(41:22):
year, if you're interested inparticipating- in the Ignite
sessions please let us know sowe can start working on that as
soon as we can.
If you want to do it thisweekend, I'll even sit down with
you.
Speaker 5 (41:58):
But it is a stressful situation, so let's give our
speakers just one more Thank you.
So that is all we have time foron this episode of the more
math for more people podcast.
(42:18):
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by julius.
It can be found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
More People.
What day will that be, joel?
Speaker 1 (42:40):
It'll be March 18th, Awkward Moments Day, and I know
just by me saying AwkwardMoments Day, you're probably
already thinking of awkwardmoments that have happened in
your life.
Please feel free to share, butwe'll be sure to include a few
good awkward moments that wehave gone through and touch base
(43:00):
on what those might be.
I'm excited to hear whatMisty's gone through and all
sorts of stuff.
There's some suggestions hereas well for others and we hope
to hear from you.
you are listening to the more math for more people
podcast an outreach of cPMeducational program.
Speaker 2 (00:27):
Boom.
Okay, so here we are.
It is March 4th.
Speaker 3 (00:31):
It is.
Speaker 2 (00:34):
What is the national date today?
Speaker 1 (00:36):
Is it March the 4th?
No, that's May the 4th.
We're in March.
Speaker 2 (00:40):
Oh, may, is that.
Speaker 1 (00:42):
Well, that was like a Star Wars.
I was trying to make it.
Yeah, star Wars.
Yeah, okay.
Speaker 2 (00:45):
Nevermind.
Speaker 1 (00:45):
Oh, that was like a Star Wars joke.
I was trying to make it a StarWars joke.
Okay, never mind, it's March4th and it's International
Scrapbooking Industry Day.
Speaker 2 (00:54):
Wait, it's International Scrapbooking
Industry Day.
Speaker 4 (00:56):
Mm-hmm.
Speaker 2 (00:57):
Not just Scrapbooking Day, no, scrapbooking Industry
Day, scrapbooking Industry Dayit's not about doing the
scrapbooking it's about peopleselling scrapbooking supplies to
you.
Speaker 1 (01:05):
It's about the whole industry.
Speaker 2 (01:07):
Oh, the whole thing, which would include doing the
scrapbooking, correct?
Speaker 1 (01:12):
When do you think the ?
Term scrapbook became official.
When do you think that happened?
Speaker 2 (01:17):
Was there some kind of a certificate that made it
official?
Speaker 1 (01:22):
I have some information here.
I have more questions about thequestions than anything usually
.
What do you think?
Speaker 2 (01:28):
When did scrapbooking come into parlance?
I'm going to guess 1850.
Speaker 1 (01:37):
Well, you're probably right, because it says the
1800s Nice it was.
Yeah, it was quite.
Speaker 2 (01:43):
That's pretty vague the 1800s.
Plus or minus 50 years 1872, afamous scrapbooker Famous.
Speaker 1 (01:52):
He patented self-pasting scrapbooks.
Speaker 2 (01:57):
Self-pasting scrapbooks.
Speaker 1 (01:58):
Can you think of who that might be?
Speaker 2 (02:01):
Is that?
Like a sticker so is that likea sticker?
Sorry, I, that's how I read it.
Speaker 1 (02:12):
Yeah okay, self-pasting would be like a
sticker.
Speaker 2 (02:15):
Yeah, who did it?
Yeah, uh, elmer mark twain?
Speaker 1 (02:16):
I don't know, there's zero connection or reference
for you to ever guess that.
Speaker 2 (02:21):
That's that, but I to guess, like you know, somebody
who made glue or 3M 1872.
1872.
I imagine 1872.
Self-tasting scrapbook YepInteresting.
Speaker 1 (02:35):
I like to celebrate this day because I have some
history with scrapbooking.
So in one of my manyexperiences in my life I was a
flexography printer Flexographyso it's basically rolls on
adhesive sort of thing, and soyou got to get the plates, you
(02:57):
got to mix the colors the cyan,the magenta, the yellow, the
black and our biggest customerwas medical labeling.
So anything on a bottle,anything on a label.
Our second biggest customerwine, wine labels were a big
deal.
Third scrapbookers.
Speaker 2 (03:20):
They were putting stuff on.
Speaker 1 (03:22):
They had ideas, maybe themes, like maybe I myself am
a National Park Junior Ranger,they were putting stuff on.
They had ideas, maybe themes,like maybe I myself am a
National Park Junior Ranger andthere might be Junior Ranger
scrapbooking stickers or thingslike that.
And here in Utah there are manyscrapbooking parties.
Oh yeah, All sorts of stuff.
Speaker 2 (03:43):
I'm just trying to figure out what it had to do
with it going on something thatwas round well, is that part
related or not.
Speaker 1 (03:50):
Oh, I round because like a pill bottle is what your
vitamin.
Speaker 2 (03:54):
But then how did like , but they didn't have to go on
something no, it could go onsomething flat as well, yeah
okay, okay, that part was justsuperfluous, yeah yeah, got it
kind of like Mark Twain, I guess.
Kind of like a lot of things onthis podcast.
It's a national day of.
Speaker 1 (04:12):
True, true.
Perhaps Do you have anyexperience with the scrapbooking
.
Speaker 2 (04:16):
When I was little like I would say seven to 12, I
kept a quote unquote scrapbookbut it was just like where I put
my like little school awardsand things I'm sure I had an
award for like my math facts orwhatever you know little things
like that.
I get little certificates orwhatever and I'd put them in
(04:38):
there.
I kept things.
I used to have that somewhereNice, but I didn't ever get into
the like, the like swankyscrapbooking that people do now,
or it's like it's a big deal.
It's a whole deal, yeah, andthat's that's more than I want
to do.
But I appreciate the people whodo it because they look pretty
cool, I mean it's it's like aneighbor of love.
Speaker 1 (05:00):
Yeah Well, it's one way you can celebrate actually
is to browse through yourscrapbooks, so you could pull
those out.
Speaker 2 (05:05):
Oh, I could go pull my scrapbook out when I did when
I was seven, yeah, nice.
Speaker 1 (05:11):
Yeah, that is nice.
Speaker 2 (05:16):
I had a little stroll down memory lane.
What are you going to do tocelebrate then, Joel?
Speaker 1 (05:21):
Well, so one of the suggestions is to join a
scrapbook club.
Speaker 4 (05:26):
I'm not going to do that.
Speaker 1 (05:28):
I could get a scrapbook.
I actually have a lot ofsamples of stickers still, but I
don't have books to put them in, so maybe I'm going to
celebrate by getting a book.
Put some stickers in there.
Speaker 2 (05:42):
Putting your self-adhesive scrapbook pieces
in it.
Yeah, there you go.
Speaker 1 (05:47):
Again Mark Twain.
It says he made a fortune about$100,000 of his scrapbooking
technology Back then.
That was a lot of money.
That's really interesting yeah.
Speaker 2 (05:56):
That was a lot of money.
I mean, it's still a lot ofmoney now, sure.
So they had more money.
I would appreciate it.
Speaker 1 (06:00):
You're 50 years ago.
Speaker 2 (06:01):
Wow, all right, well, enjoy your, is it international
or national.
Speaker 1 (06:08):
It is International.
Speaker 2 (06:10):
Scrapbooking.
Speaker 1 (06:10):
Industry.
Speaker 3 (06:11):
Day.
Speaker 1 (06:12):
And I hope you indulge in however you do
Exactly.
Speaker 2 (06:24):
Okay, so here we are.
It is March 4th.
Speaker 4 (06:39):
It is March 25th Doop-de-doop.
Speaker 2 (06:42):
What is the national date today.
Speaker 1 (06:43):
Is it March the 4th?
Speaker 2 (06:47):
No, that's May the 4th we're in march, oh may, is
asked.
Speaker 1 (06:49):
Well, that was like a star wars.
I was trying to make that starwars.
Okay, it's march 4th and it'sinternational scrapbooking
industry day wait, it'sinternational scrapbooking
industry day, not ScrapbookingIndustry Day.
Speaker 2 (07:05):
Mm-hmm, not just Scrapbooking Day, no
Scrapbooking Industry Day.
No Scrapbooking Industry Day,it's not about doing the
scrapbooking it's about peopleselling scrapbooking supplies to
you.
Speaker 1 (07:12):
It's about the whole industry.
Speaker 2 (07:15):
Oh, the whole thing, which would include doing the
scrapbooking, correct?
Speaker 4 (07:18):
Okay.
Speaker 2 (07:25):
When do you think the term scrapbook became official?
When do you think that happened?
Was there some kind of acertificate that made it
official?
Speaker 1 (07:30):
I have some information here.
Speaker 4 (07:31):
I have more questions about the questions than
anything usually.
What do you think?
Speaker 2 (07:36):
When did scrapbooking come into parlance?
I'm going to guess 1850.
Speaker 1 (07:45):
Well, you're probably right, because it says the
1800s Nice it was.
Yeah, it was clean.
Speaker 2 (07:51):
That's pretty vague, the 1800s yeah.
Plus or minus 50 years 1872, afamous scrapbooker Famous.
Speaker 1 (08:01):
He patented self-pasting scrapbooks.
Speaker 2 (08:08):
Self-pasting scrapbooks.
Can you think of who that?
Speaker 1 (08:11):
might be, so is that like a sticker.
Speaker 2 (08:13):
Sorry, I that's how I read it yeah, okay,
self-pasting would be like asticker.
Yeah, who did it?
Speaker 1 (08:19):
yeah, uh, elmer mark twain hello there's zero
connection Elmer Mark Twain.
Oh, mark Twain, there's zeroconnection or reference for you
to ever guess that.
Speaker 2 (08:30):
I certainly guess, like you know, somebody who made
glue or 3M 1872.
I imagine 1872.
Self-tasting scrapbook YepInteresting.
Speaker 1 (08:44):
I like to celebrate this day because I have some
history with scrapbooking.
So the in one of my manyexperiences in my life, I was a,
a flexography printerFlexography so it's, it's, it's
basically rolls on adhesive sortof thing, and so you got to get
(09:08):
the plates.
You got to mix the colors thecyan, the magenta, the yellow,
the black and our biggestcustomer was medical labeling.
So anything on a bottle,anything on a label.
Our second biggest customerwine, wine labels were a big
(09:28):
deal.
Third, scrapbookers.
Speaker 2 (09:33):
They were putting stuff on.
Speaker 1 (09:35):
They had ideas, maybe themes, like maybe I myself am
a National Park Junior Rangerand there might be Junior Ranger
scrapbooking stickers or thingslike that.
Here in Utah there are manyscrapbooking parties.
Oh yeah, all sorts of stuff.
Speaker 2 (09:57):
I'm just trying to figure out what it had to do
with it going on something thatwas round.
Is that part related?
Speaker 1 (10:06):
Round, because a pill bottle is what they are vitamin
.
Speaker 2 (10:09):
I understand, but then how did like, but they
didn't have to go on something.
Speaker 1 (10:13):
No, it could go on something flat as well, oh okay,
okay, that part was justsuperfluous information.
Yeah, yeah, got it Kind of likeMark Twain, I guess.
Speaker 2 (10:23):
Kind of like a lot of things on this podcast.
It's a national day of True,true.
Speaker 1 (10:28):
Perhaps Do you have any experience with the
scrapbooking.
Speaker 2 (10:33):
When I was little like I would say seven to 12, I
kept a quote unquote scrapbookbut it was just like where I put
my like little school awardsand things.
I'm sure I had an award forlike math facts or whatever yeah
.
You know little things like that.
I get little certificates orwhatever and I'd put them in
(10:55):
there.
I kept things.
I used to have that somewhereNice.
But I didn't ever get into thelike, the like swanky
scrapbooking that people do nowor it's like it's a whole deal.
Yeah, and that's.
That's more than I want to do,but I appreciate the people who
do it because they look prettycool.
I mean it's, it's like aneighbor of love.
Speaker 1 (11:17):
Yeah Well, it's one way you can celebrate actually
is to browse through yourscrapbooks, so you could pull
those out.
Speaker 2 (11:22):
Oh, I could go pull my scrapbook out when I did when
I was seven.
Speaker 5 (11:25):
Yeah.
Speaker 2 (11:27):
Nice.
Speaker 1 (11:28):
Yeah, that is nice.
Speaker 2 (11:33):
I had a little stroll down memory lane.
What are you going to do tocelebrate that, Joel?
Speaker 1 (11:38):
Well, so one of the suggestions is to join a
scrapbook club.
I'm not going to do that.
I could get a scrapbook.
I actually have a lot ofsamples of stickers still, but I
don't have books to put them in.
So maybe I'm going to celebrateby getting a book.
(11:59):
Put some stickers in there.
Speaker 2 (12:00):
Putting your self-adhesive scrapbook pieces
in it.
Speaker 1 (12:04):
Yeah, there you go Again, mark Twain.
It says he made a fortune about$100,000 of his scrapbooking
technology.
Back then that was a lot ofmoney.
Speaker 2 (12:15):
That was a lot of money.
I mean, it's still a lot ofmoney.
Now you had more money, I wouldappreciate it.
Wow, all right.
Well, enjoy your internationalor national.
Speaker 1 (12:27):
It is International Scrapbooking.
Speaker 4 (12:29):
Industry Day.
Speaker 1 (12:31):
And I hope you indulge in however you do
Exactly.
Speaker 6 (12:38):
Alright, come on in and find your seats.
You can hear me out in thehallway.
Come on in the room.
The weather's fine, not as goodas I thought, Alright thanks
everybody for coming to the 2025CPF Conference Ignite Session.
(13:04):
Did you all have a good daytoday?
Excellent, I had a good day too, my feet actually kind of hurt.
Speaker 3 (13:13):
Somebody told me just yesterday today all that kind
of a thing.
Within one day there's a lot ofwalking here.
Speaker 6 (13:20):
I think they walked over like seven miles or
something.
So I don't know if you'vechecked your watch yet.
I don't think I'm that close toseven miles, but that's a lot
of walking for sure.
So lots been going on here atthe conference.
If you do get a chance to post,on social media if you're on
social media hashtag thosethings.
(13:41):
We'd love to see what you'vebeen up to this weekend for sure
.
So, without further ado, I'dlike to introduce our first
speaker.
So Brent McLean is our firstspeaker.
He comes here from Oregon.
He's part of our professionallearning team here at CPM and
he's been supporting CPMteachers since 2016.
(14:03):
One thing I can tell you aboutBrett is he loves records and
everywhere I've gone with him,he always takes a few minutes to
find a record store to go findthose records.
So if that's of interest to you, you can go ahead and ask him
about that.
So let's give it up for BrettMcClain.
Speaker 7 (14:46):
Alright, thank you very much.
Let's get this real and startAlright well.
Thank you so much for lettingme share some of the things I've
been thinking about lately, butfirst I want to let you know it
truly all started with football.
It really did.
I learned at a very early agethat four touchdowns is 28
points, so I learned my seventhPretty sure.
That's why I became a mathteacher.
Speaker 3 (15:05):
But first, before we talk more about what I'm going
to think about.
Speaker 7 (15:07):
I'd like to get some of your thoughts.
So think about this problem 56minus 19.
No pencil, no paper.
Look at that.
No brush, no pen.
What do you visualize ourtraditional pencil and paper
algorithm Crossing out the 5 andmaking it a 4?
Anybody yeah, there's alwayssome, absolutely Did anybody do
(15:31):
it more like the 56 minus 20 at1?
Nice, very good.
What about this?
Anybody do 57 minus 20?
.
It's really only kind ofbackwards from the last one, but
I guess that used to beexplicitly taught in school.
Me, I actually did 56 minus 10,then took away 6, then took away
3, kind of as I was going.
(15:52):
But what if I asked you what is56 minus 14?
Would you get it?
56 minus 14?
Would you get it the same way?
No, no, that's amazing.
Okay, that's what we get tohear.
So did anybody go left or right?
Did I take away 10 and then 4?
So, as you might guess, I'vebeen thinking about math fluency
(16:14):
and what that means.
So first a couple of stories.
A while back I went to themovies here and I got two
tickets to the movie, got somepopcorn, got some.
The bill was $43.97.
Okay.
So what did I do?
I gave him a $50 bill at twopennies.
(16:34):
He didn't know.
I gave him the two penniesright, so he didn't realize I
wanted five cents back.
You guys got that.
I appreciate that, all right.
So then, a little bit later, Iwent to McDonald's this was just
a couple weeks ago Gotbreakfast.
The bill was $16.50.
I want you to think about maybewhat I did.
I gave you a $20 bill and twoones.
You looked at the machine, saw$16.50, looked at the bills and
immediately gave you my two onesback.
Didn't realize I wanted thefive back.
(16:57):
I didn't want the ones, Allright.
So I've been teaching a longtime, been in education a long
time, and I've been wonderingabout, so what's up with?
Math fluency.
Speaker 4 (17:05):
Why, during my career , does it?
Speaker 7 (17:06):
not seem to be getting better and better and
better, especially since we'vebeen concentrating on it.
Speaker 4 (17:09):
There's a lot of things we've been trying to do,
so I've been asking myself thisquestion, so I decided to ask
some English teachers aboutEnglish fluency.
Speaker 3 (17:18):
And here's what they said about reading Pretty much
everything.
Speaker 7 (17:20):
Read accurately, with expression and with
comprehension.
This is comprehension aspect.
Okay, that's good.
What about language?
So language, my favorite word,anticonultimate.
Now, if you don't know, whatanticonultimate is.
Speaker 4 (17:38):
The anticonultimate letter of the alphabet is X.
Speaker 7 (17:43):
So through that, because you're fluent in the
language, you could probablyfigure out what that means.
Now some people will speak manylanguages fluently, not many
more fluently.
We're about fluent drivers,right?
I know we weren't fluent whenwe got our driver's license,
probably, but we definitely wantto be.
Speaker 3 (18:01):
If there's an emergency we don't want to be
thinking a foot off on.
Speaker 7 (18:07):
So I'm thinking a lot about what math fluency is,
what it means, and a lot oftimes the first thing people say
is accuracy and speed.
Nothing about comprehension, sothis book that I showed you can
get through in the CTM greatbook talks about four components
of fluency, accuracy,efficiency, flexibility and the
(18:29):
ability to apply strategiesappropriately.
Speaker 3 (18:32):
You know cutting the grass with a pair of scissors,
not a very efficient strategy.
Speaker 7 (18:37):
It'll get you there, but it's not very efficient For
me.
Six plus seven was always hard.
I had a hard time with that oneon a gender and you know I had
to do those timed tests and Iwasn't very good.
6 plus 7 always ended me up.
So what did I do?
Speaker 4 (18:46):
I did 7 plus 7 minus 1.
Speaker 7 (18:47):
That's the strategy I learned Because I love my 7s.
It's a true story.
Alright, now you do a timedtest really assess fluency.
They do let you know, maybe, ifsomebody has developed fluency,
but they don't help studentslearn their math facts or
actually get to fluency.
Speaker 4 (19:07):
And really they don't even test everything.
Speaker 7 (19:09):
So what do we need?
When do we ever see a mathmarketing campaign?
You're a math person.
Right, we don't see that.
We should.
We see reading campaigns allover the place.
We should read.
I watched Quincy's show theother day and it was all about a
guy who couldn't read, and thatwas terrible.
Well, my mother used to tell meI was a bad person, and I think
that's why I became one.
So what can we do?
(19:29):
We're a room full of secondarypeople we often think of fluency
as an elementary thing.
I'm going to play that teachertrick and just turn right back.
What can we do?
And I want you to think aboutthat as you're going through CPM
things and all that sort ofthing, what can you do to help
kids become fluent and flexible?
For me, I'm going to keeptaking my pennies to the movie
theater.
Speaker 4 (19:50):
I can see my wife rolling her eyes right now and
me saying that I'm going to dothat.
Speaker 7 (19:54):
I'll probably do a better job of trying to explain
my strategy.
You need to transfer that.
Oh, and of course, I think Ibetter keep watching football.
Maybe I encourage the others tobecause maybe I'll be able to
help them with their sentence.
Speaker 6 (20:28):
Thank you very much Thank you Okay, Okay, so now our
next speaker, dr Judy Kish.
We're going to do these nointroductions, so as a member of
(20:56):
CPM, I know just a personalstory.
She said don't talk very longand things like that, but I'm
just going to tell a quick story.
When I first met Judy, it wasmy first teacher training that I
did with CPM and she was in mygroup.
We got to sit together work outsome math problems together.
It was about crossing a bridgeand it's just really stuck in my
(21:19):
mind how welcoming she was tome and I think that embodies
everybody.
I've never seen again so I'mreally happy that Judy is here
today to do this event.
Speaker 3 (21:45):
CPM was born in 1989 when Tom Salee, elaine
Casamattis and I got $600,000from the US Department of
Education.
But the story starts with theRussian launch of Sputnik.
But the story starts with theRussian launch of Sputnik when I
first started teaching in 1962,the sine wave rises with
(22:06):
dollars of policy support forteaching reasoning,
understanding and problemsolving and falls with a focus
on back to basics and basicskills testing.
My teacher prep class wassolving problems with my
colleagues.
My Algebra II new math testposed sets of problems my
(22:30):
students could solve in theirgroups using the math they had
learned called group-worthytasks.
Meanwhile, tom Salih wasbecoming a UC Davis math
professor, concerned that hishighest scoring calculus
students could not solveproblems.
He started work on a book withhis daughter's fourth grade
teacher In 1983,.
(22:53):
A Nation at Risk led to supportfor reform.
California Math Project broughtteachers together to work on
mathematics and share their bestlesson ideas.
Tom taught a problem solvingcourse for K-16 math teachers.
Speaker 4 (23:12):
You may recognize.
Speaker 3 (23:13):
Elizabeth Koiner and Susan Hoffmeyer.
The teachers struggled toincorporate reason and problem
solving and time for theirunderstanding.
They realized that theirtextbooks did not support this
and demanded new ones.
Cap was an early example, butthat wasn't enough.
Speaker 4 (23:36):
Something had to be done about the university's
sacred cows algebra geometry,algebra 2,.
Speaker 3 (23:42):
Cpm started as a five-year grant to create three
courses with by and for teachersto use instead of their
textbooks.
Within the traditional highschool program, 20 to 30
teachers met each summer towrite first drafts and revise.
The authors were field testers,but the teacher notes were
(24:04):
really sketchy.
We met during the school yearto provide professional
development for the units we hadwritten.
We learned the importance ofmemorable problems.
Students began transferringtheir learning by learning
mathematical structures,abstracting.
(24:25):
Oh, the amusement park problemis just like the phone plan.
Word spread, demand grew.
Speaker 4 (24:34):
You had to come to the professional development to
get revised materials.
Speaker 3 (24:39):
University reprographics couldn't keep up
and the university van we droveto the county office was riding
on its axles.
In 1993, we became a non-profitcorporation and started
printing books, and Brian Hoeywas our CEO.
(24:59):
Leslie Nittiker joined us towork on calculus, but we signed
her up to revise algebra andeverything else.
Teachers moved to other statesand took CPM with them.
(25:23):
My haunting memory of the mathwars was the parent who said to
her school board I neverunderstood algebra and I want my
daughter to have the sameopportunity.
We persevered and grew with newadditions, grades, sixth,
calculus.
And we grew state to state,teacher to teacher.
The teachers who moved led thePD in their new states and
(25:43):
became regional coordinators.
Speaker 4 (25:47):
So by 2008.
Speaker 3 (25:49):
It was difficult to gather all of our teachers in
one place, so you can barely seeSharon Rendon standing back
there against the wall.
Starting from problem solvingand what students know, then
developing conceptualunderstanding and language does
work.
Currently accepted mathassessment does not, and the
(26:18):
1990 CPM students did a littlebetter on most math tests but
way, way better on constructedproblem solving tests.
The heart of inclusion isengaging students in
understanding.
You can't shortchange the rightside of the learning cycle and
that sign way is really a growthand learning curve, with more
(26:39):
math for more people.
Speaker 6 (27:01):
How great was that?
Okay, this is the portion.
This is my first year being theemcee for this event and I
thought maybe it would be fun ifwe did something new.
So I thought you know whatMisty when everybody registers
we could get their names and putthem in this jar.
(27:21):
I'll make 20 slides and thenthat person will just come up
Bruce Russo.
Speaker 4 (27:33):
Oh my God, just a minute, darren, just shut his
whole brain down.
Speaker 6 (27:53):
Sorry, I'm not a speaker.
This is Daniel Zayasua, southCentral Los Angeles.
He's part of CPM's TeacherResearch Corps Academy of Best
Practice.
He enjoys antiquing, with aspecial interest in vintage
(28:13):
Coca-Cola.
He's known to be synonymouswith.
Diet Coke.
He likes to listen to comedy.
Motorcycle riding I've got twopages.
Teaching has always been hisdream, and in the next phase of
life he either wants to be ajungle cruise skipper at
(28:36):
disneyland or retire old assomeone who sweeps with all the
disney kids.
So let's welcome Daniel Littletest, test test.
Speaker 4 (29:04):
Okay, let's do it.
Speaker 9 (29:16):
COVID started my senior year of college, so after
getting sent home I spoke aboutit for a few days and my
stepdad recommended that I makea post looking for any odd jobs.
So I did, and I even mentionedthat I could do tutoring, but
ironically, all the jobs I endedup getting were landscape.
It was the perfect socialdistance job.
I would be in my little bedroomteacher corner, student
(29:38):
teaching over Zoom, and then onthe weekends I would be doing
some sort of work.
And that work was eitherlandscaping, helping my stepdad
and my grandpa build things forthe houses, or even learning how
to work on cars.
So I learned a lot during thisCOVID year and I realized now,
in my fourth year teaching thoselessons, that I learned doing
all those things can actually beapplied to the math classroom.
(30:03):
Earlier today, my researchgroup and I presented on the
relevancy and connection of mathand I want to continue that
conversation by talking to youabout the hidden curriculum of
your mathematical toolbox.
So let's start by defining someterms, starting with the hidden
curriculum.
Now, the hidden curriculum isessentially what we teach
without teaching it, so that canbe collaboration, communication
(30:23):
, emotional regulation or eventhe math practices are a great
example of this in the sensethat we do those things kind of
in the background.
And your mathematical toolboxis one of my favorite analogies
I make with my students.
Everything we do in math is atool in your toolbox and it's
not only important to have thetool, but you also need to know
how to use it.
(30:45):
Now, not everything I did duringthat time was hidden.
There was a lot of applied math, like stuff I called napkin
math.
I call it napkin math becauseit's stuff you just quickly do
on a napkin and you can toss itaway.
So whether you're hanging placeevenly, cutting lumber or
figuring how much fence to buy,there's a lot of math in
planning.
And speaking of planning thebig job, this was a lot of math
(31:06):
because I needed to figure outhow many days it would take and
now that I had that number, Icould figure out a fair price to
the client that was fair to herbut also allowed me to fairly
pay the people I hired to help.
But I don't want this talk tojust be about all the applied
math.
I want to focus primarily on twoof the math practices that can
really get us to that hiddencurriculum and those connections
(31:28):
from the outside to the insideand we're going to start with
using appropriate toolsstrategically.
Is it a job you're doing by handor are we using tech, slope
triangle or Desmos?
Am I braving out the rake or doI get to use one of the
tractors?
And if I'm using the tractor,which implement?
There's a lot of decisions,because you have to use the
(31:48):
appropriate tool, because if youuse the wrong tool, things fall
apart and, as you see,sometimes literally I love using
that thing as a pick and I voteit, just like how, if you use
the wrong tool for a mathproblem, you break the math
problem, and breaking stuffisn't fun.
Now part of using theappropriate tool is making sense
of the problem Because, let'sbe honest, math is a lot of work
(32:10):
.
You give them that and theygotta do all that, so there's
also a big piece of perseverance.
When I did a lot of the artwork, it looked like a lot because
it was, and this was actually ajob where I was a little
overwhelmed because I had to goall by hand.
But once you persevered throughdoing it, I made sense of it.
Look at those lines Attendingto precision and making sense of
(32:35):
the problem.
And that's easy to say, mind you, I can give the students a
system of equations and say, hey, kid, five steps, but that's a
lot.
They still need to persevere indoing the work, and I related
to that when I was working on mycar and I got stuck.
Speaker 4 (32:52):
And my stepdad pointed out.
Speaker 9 (32:53):
It was literally just two bolts and a screw stopping
me from doing what I had to do.
Speaker 3 (32:57):
But I was still nervous.
Speaker 9 (32:58):
I was still stuck and a big part of that is mindset
We've all seen students getfrustrated with a math problem
and all of a sudden, they're nota math person.
Just like how, when my30-minute break job turned into
a two-hour break job, I did notfeel like a car guy.
Now it's funny how a moment offrustration undoes a lifetime of
(33:22):
experience.
Our students have been doingmath their whole lives and shoot
.
I've been changing breaks orhelping change breaks since
middle school.
So something that helps us withmindset is being open Us our job
as mentors, because studentsare going to get problems wrong.
They're going to fall down andit's up to us to remind them
that they need to get up andkeep getting up.
(33:44):
And as we're doing these things,we don't want to be the
stereotypical parent with ayelling at the kid because
everyone will flash that wrong.
Even though I have that envysometimes, we want to try to
model positivity right.
Bring back that angry and Iwant to leave you with this.
When students are working onthe math problems, they're going
(34:06):
to drop an average.
They're going to drop two andthey're going to drop an
alphabet.
They're going to drop two andthey're going to be embarrassed.
But what's important is toremind them that it happens and
all that matters is you completeit.
Speaker 4 (34:33):
Awesome, all right, so we have one more speaker for
you tonight, robin Kubasik, iswith us.
Speaker 6 (34:54):
And Robin's taught mathematics at both middle
school and high school levelsfor 24 years.
She has a passion formathematics education and
continues to innovate herteaching with research-based
routines that allow students tobecome mathematical thinkers.
She is currently themathematics department chair at
Sturgis High School and teachescore connections, geometry and
algebra too.
She is a Desmos fellow and amath consultant at St Mary's
Assumption School.
Robin likes to share herthoughts about teaching on her
blog and is a 2024 DesmosClassroom Spotlight Activity
(35:19):
Builder winner.
Let's give it up for Robin.
Speaker 8 (35:43):
Today I wanted to talk about my journey as an
educator and then describe why Iam so excited to be at the CPM
conference with you this year.
My journey started 26 years ago, in the late 90s which was an
exciting time to teach NCTMreleased these documents to
guide math instruction and theNational Science Foundation
(36:04):
funded universities to writecurriculum based on these
standards.
I taught middle schoolconnective mathematics, and our
high school taught core plusWhile many educators were
excited about having newresources many traditionalists
were not, and the math warscontinued, while test scores
went up in my district andfailures went down my community
(36:25):
was not impressed since thebooks were full of math examples
.
Speaker 5 (36:29):
After, teaching middle school for nine years.
Speaker 8 (36:31):
I needed a new challenge, so I moved to the
high school, High schoolteachers were tired of fighting
with parents over the textbookand adopted a traditional text
with lots of examples.
Speaker 4 (36:41):
I thought.
Speaker 8 (36:42):
I could add in problem solving, but I went back
to the old show them what to do.
Unfortunately, test scoresstarted to decrease and I was
very unhappy with this way ofteaching so I looked for new
ways to make math interestingfor my students.
I found clickers, jokeworksheets and scavenger hunts
which weren't great.
Speaker 3 (37:02):
So eventually I stumbled across Desmos
Activities, which helped bringinvestigation back into my
classroom and led me to be afellow.
Speaker 8 (37:09):
And that was an exciting time.
The next year I left teachingand became a digital interactive
curriculum developer andcreated digital lessons for
Eureka Math.
I loved having time to createexciting lessons, but I missed
teaching.
So after three years I wentback to teaching.
I ended up back at the sameschool in the same classroom,
(37:31):
but now I had a few tools in mytoolkit that I was excited to
try out and we were adopting anew curriculum.
The first tool in my toolkitwas building thinking classrooms
.
The school is now using packetmath, which I turned into then
slicing tasks and I got studentsup to the board.
This helped students talk, butthey didn't know, the words to
(37:55):
express what they wanted to say,because they weren't used to
doing that.
So these two made a tough yearbetter, peter.
Lillendahl because of BTC, madeteaching exciting again, and Pam
Lindemer, who took the weightof CPM at my school and did a
wonderful job supporting us.
So teaching CPM last year waslike coming home.
(38:19):
I finally didn't have to searchfor problems that were
problem-based and incorporatedthinking and collaboration into
my classroom.
And now I'm going to say why Ilove CPM.
So the first is the freeimplementation.
Support is so important.
The switch to a problem-basedcurriculum can be difficult
(38:39):
without continued support on howto use it.
The three pillars we weremissing these pillars in the
drill and kill resources we wereusing.
It's very easy to make practiceproblems when needed, but it's
near impossible to createlessons with these qualities.
It's easy to combine BTC.
(39:00):
I didn't have to remakeanything Every CPM lesson.
I have taught works well withBTC and CPM takes care of the
thinking tasks and BTC takescare of making students
collaborate.
The intentional storyline ofCPM is impressive.
Each lesson builds on previouslessons and this is just an
(39:23):
example of MindMaps my studentscreated connecting geometric
sequences with exponentialfunctions.
The area model is amazing.
Speaker 4 (39:33):
With diamond methods.
Speaker 8 (39:34):
My students finally can factor and prove that all
students can factor, because Ididn't know, if I always
believed that the support ofteachers in this program is
amazing.
The support of teachers in thisprogram is amazing.
The fact that CPM will pay tobring teachers together and
(39:58):
learn from each other trulyspeaks to the value of this
company.
And here are my wonderful TRCpeople Test scores went up.
Students are learning.
Speaker 3 (40:04):
My.
Speaker 8 (40:04):
NWA scores showed improvement with BTC, but
combined with CPM they improvedeven more and we saw improvement
throughout our district withthe NWBA scores and I.
That look, lets studentsunderstand the why.
Cpm includes the why in thelessons.
(40:24):
In the past we students knewthe steps to solve problems, but
they never knew why they wereusing those steps.
And at last, cpm is only asgood as its teachers teaching it
.
It takes a community of teachersto believe that students can
learn math at high levels andbecome math people.
So please be proud of your work, the work you do because you
(40:48):
are creating a nation of mathpeople.
Speaker 6 (40:59):
That was awesome too.
Alright, let's just give.
This process is not easy by anymeans.
To put together five minutes ofsomething you're passionate
about and share it witheverybody, and I hope that next
(41:22):
year, if you're interested inparticipating- in the Ignite
sessions please let us know sowe can start working on that as
soon as we can.
If you want to do it thisweekend, I'll even sit down with
you.
Speaker 5 (41:58):
But it is a stressful situation, so let's give our
speakers just one more Thank you.
So that is all we have time foron this episode of the more
math for more people podcast.
(42:18):
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by julius.
It can be found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
More People.
What day will that be, joel?
Speaker 1 (42:40):
It'll be March 18th, Awkward Moments Day, and I know
just by me saying AwkwardMoments Day, you're probably
already thinking of awkwardmoments that have happened in
your life.
Please feel free to share, butwe'll be sure to include a few
good awkward moments that wehave gone through and touch base
(43:00):
on what those might be.
I'm excited to hear whatMisty's gone through and all
sorts of stuff.
There's some suggestions hereas well for others and we hope
to hear from you.
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