It's National Root Beer Float Day! Joel has, apparently, already been celebrating... Do you have a favorite way to enjoy a root beer (or other) float?
Then they have a conversation with their co-worker, Ashley Boyd, CPM Professional Learning Specialist, about things to consider as part of your communication with parents as you begin, or prepare to begin, the school year.
If you'd like to engage in the Public Relations On-Demand Module in the Professional Learning Portal, you can find that HERE. You'll need to log in with your CPM Account to enroll and have access.
Plus another letter to and response from Dear CPM and a math joke!
Remember you can reach out to Joel and Misty at any time via cpmpodcast@cpm.org - send us your Dear CPM letter OR your favorite math joke. Just be sure to include your name and location! Thanks!
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 CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:26):
Boom.
Okay, here we are, August 6,2024, and we're going to
celebrate our National Day of sowhat day is it today, Joel.
Today is National Root BeerFloat Day Root.
Speaker 1 (00:47):
Beer Float Day Root.
Speaker 2 (00:48):
Beer.
Speaker 1 (00:48):
Float Day.
Yeah, it says don't plan a diettoday because you're going to
enjoy that root beer float.
Speaker 2 (00:53):
What if my diet is the root beer float?
Diet it?
Speaker 1 (00:55):
could be.
Speaker 2 (00:57):
I mean, it wouldn't be a diet for losing weight, it
would be a diet that was fun tohave.
Root Beer Float.
When was the last time you hada root beer float other than
today?
Speaker 1 (01:07):
Yesterday.
Speaker 2 (01:09):
Oh wow, yeah, you were celebrating early Like that
kid that opens all his presentson Christmas Eve.
Speaker 1 (01:16):
In my household we kind of celebrate when
everybody's done with their workday and we're just almost ready
for bed.
We have a lot of root beerfloats in this house.
How about you?
That's cool.
Speaker 2 (01:29):
I'm trying to remember the last time I've had
an actual root beer float, likeactually put ice cream and soda
in a glass or whatever and haveit that way.
It's been long enough ago thatI can't really remember when
I've had it actually that way.
And I it's been long enough agothat I can't really remember
when I've had it actually thatway, but I do remember well, I
had it as sort of a root beerfloat, but it was like a porter
(01:52):
and ice cream, so that doesn'treally count, it was.
I mean, it was okay, I was, itwas, I remember, stout, but it
was like alcoholic beverage andice cream.
So it's not probably, it's notreally the same.
Speaker 1 (02:03):
That was years ago.
I was going to say when did youthink the float started, Not
just root beer floatsspecifically, but yeah, like
when did people start puttingcream and stuff?
Speaker 2 (02:13):
I wonder, I mean, why did somebody even make this?
Speaker 1 (02:16):
I don't know.
Speaker 2 (02:18):
How does this taste?
Is this good?
Okay, I have several things Iwant to say.
So one when I was a kid, wedidn't really make root beer
floats, but we used to take andput vanilla ice cream in the
bowl and then we would pour sodaover top of it.
Speaker 1 (02:34):
Okay.
Speaker 2 (02:34):
But we had like Craigmont pop, so it was like
cherry or orange or differentflavors.
Speaker 1 (02:39):
Is Craigmont a brand?
Speaker 2 (02:42):
Yeah, it's like a Pacific Northwest, like a store
brand.
Gotcha, gotcha it was atSafeway or something like that.
So it was cheap soda becausethat's what we got with the kids
and all kids should have soda,but it should be cheap soda.
But we would pour it over it andthen eat the soda or whatever
out and then it would becrystallized into the ice cream
and eat that part and then poursome more and just keep pouring
(03:04):
it on until we eat all that,until the ice cream was so melty
that it just kind of blendedtogether.
But yeah, I wonder, so I alsothink about.
Do you remember the showLaverne and Shirley?
Sure do Okay, do you rememberLaverne's favorite drink?
Speaker 1 (03:20):
I don't.
Speaker 2 (03:22):
It was Pepsi and milk , oh really, which I tried when
I was a't.
It was Pepsi and milk, ohreally, which I tried when I was
a child.
It's actually not very good,but like Pepsi and ice cream.
Why would that be any different?
Speaker 1 (03:33):
Yeah Well, other than it's Pepsi Coke and milk sounds
good.
Speaker 2 (03:38):
I know.
Speaker 1 (03:39):
We can go there, but we're not going there.
No, al, that's just what theyhad.
Speaker 2 (03:43):
So yeah, it's interesting.
So it made me think about Iwonder if people invented root
beer floats because they had ice, but they had ice cream.
That doesn't make sense, Nevermind.
I'm thinking aloud.
Speaker 1 (03:52):
Huh, interesting.
What year do you think it wasinvented?
Speaker 2 (03:56):
1756.
Speaker 1 (03:58):
1876.
Speaker 2 (04:03):
Oh my gosh, I was so close but I had all the wrong
numbers.
What are the number of rootsand?
Speaker 1 (04:08):
herbs that make a root beer float or root beer.
Speaker 4 (04:11):
I should say 16.
15.
That's good, oh that was close.
Speaker 1 (04:15):
That was close.
What's the percentage that rootbeer makes up of America's soft
drink market?
Speaker 2 (04:21):
Eight.
Speaker 1 (04:23):
Three what year.
A key ingredient of root beercalled the sassafras root.
Speaker 2 (04:30):
That's what I was going to say.
Speaker 1 (04:31):
It was banned by the FDA.
What year was it?
Was sassafras banned?
Speaker 2 (04:37):
Sassafras was banned by the FDA.
Fda 1919.
Speaker 1 (04:51):
1960.
I also notice, and this isinteresting to me because we
have a co-worker that's from thePhiladelphia, pennsylvania area
, and they have.
Philly seems to take a lot ofownership over some foods like
the cheesesteak.
Cheesesteak yeah, there's.
Speaker 2 (05:06):
There's some other stuff is there others than that?
Speaker 1 (05:08):
there's um, well, there's a food called scrapple.
I think we've celebratedscrapple, maybe oh you know, is
that okay?
Speaker 2 (05:14):
philadelphia cream cheese.
Do they take ownership of that?
Speaker 1 (05:17):
definitely sure, but they have they not just a root
beer float, they have a phillyfloat what?
Speaker 2 (05:24):
What's a Philly float ?
Speaker 1 (05:26):
It's authentic root beer floats made with their own
brand of root beer syrup and icecream.
Wow.
Speaker 2 (05:35):
All right.
Well, so it's National RootBeer Float Day.
Speaker 1 (05:38):
National Root Beer Float Day I will still be
celebrating, for the next twoweeks or so at least, okay, if
not longer.
Speaker 2 (05:47):
Maybe today I will have a root beer float like a
genuine traditional root beerfloat.
I'll have to go out and buysome root beer and ice cream
because I don't have that at myhouse, but I could do that.
Speaker 1 (05:57):
I think it's worth the purchase.
Speaker 2 (06:00):
All right, tell us how you drink your root beer
float.
Send us a message.
Yeah, so it's August.
Yeah, I can't believe it'sAugust already.
That's crazy.
Time is crazy.
I know Time is crazy.
(06:21):
Yeah, I can't believe it'sAugust already.
Speaker 1 (06:24):
That's crazy, time is crazy.
Speaker 2 (06:25):
I know Time is crazy, and so Joel and I have been
thinking about what kinds ofthings we should put in the
podcast in August, when someschools, crazily enough, are
already started In.
Speaker 4 (06:40):
July.
Speaker 2 (06:43):
And some schools don't start for a month, so we
get it's all over the place InJuly side conversation around
and more than just setting upyour classroom, organizing
(07:05):
things like that.
We've talked about some ofthose things in the past, so if
you're curious about those, youcould go.
Look at other August podcastsfrom years before.
So we invited Ashley Boyd, oneof our co-workers Hello, ashley,
one of our co-workers on theprofessional learning team to
come in today and have aconversation with us about a
little bit around the ideasaround how to.
(07:27):
Whether it's the first timeyou've been, the first time this
year that you're doing CPM orthe 30th time that would be a
lot because I think ourcompany's only about 30 years
old.
But you know, like the manytimes that you've done CPM, one
of the things that I know Ialways thought about every year
is how to communicate to theparents of my students and my
(07:48):
community various things aroundthe curriculum and so on.
So we that's what we're goingto have a conversation around is
like how to connect andcommunicate to parents community
the stakeholders right likejust yeah, the teachers even
yeah, yeah, students around herewent back to school yesterday.
Speaker 3 (08:06):
Their first day of class was yesterday, july 30th,
so they're back in full swing.
Speaker 2 (08:10):
Oh, my goodness gracious.
Speaker 3 (08:12):
It's an exciting time of the year when students go
back to school and schoolsupplies are on the shelf and
things like that.
Teachers are ready sharingpictures of their classroom on
social media and stuff.
So it's an exciting time of theyear.
Speaker 1 (08:22):
It is exciting.
Speaker 3 (08:23):
It's fun.
Speaker 2 (08:32):
So what are some of the ways that you thought about
engaging with parents, communitymembers, about what was going
on in your classroom?
Speaker 3 (08:37):
I think the biggest thing for me was transparency.
I wanted to be able tocommunicate to parents, let them
know what was happening in myclassroom, so I would send out
an info letter about myself andwhat the classroom was going to
look like.
I would add some of theresearch from CPMs through
pillars so they would know theclassroom might look different
and I just wanted them to knowwhat the classroom was going to
look like, sound like, feel like.
So, as they hear it throughtheir student's lens, they have
(08:59):
a background knowledge of whatthey're talking about.
So transparency was really bigfor me through communication.
We always had a parent night atthe beginning of the year and
the parents would have to do thestudent's schedule.
They got to rotate throughtheir bell schedule to see their
teachers and I would always setup my room much like my
classroom with a task when theycame in, and the parents would
know what it would look likewhen they came into the
classroom.
So they would have another nextlevel of what it looked like to
(09:20):
be in the classroom tounderstand what their students
were doing that year.
Because it is a different styleof teaching, having students
work together in teams andformulate their ideas.
So you want parents to knowwhat's happening in the
classroom.
They just want to know what'sgoing on, so being upfront with
them was very important to me.
Speaker 1 (09:34):
How was it received?
Speaker 3 (09:36):
Parents do love their students, right, and they want
to know what's going on.
They like to know what's goingon and on the first parent night
when they would come to theclassroom, so I have them do
like a small math task and thenhanging up on the wall right,
and they would stay up all yearlong about what their parents
could do in mathematics.
So I would always refer to thatabout the parents that came in
in math.
It was well-received, Somestudents.
Of course.
It was a transition to get towhere they would work, working
(09:57):
together all the time and alwayshaving to do that and there's.
So accommodations were made aswe were getting comfortable, but
parents always appreciated aconversation around it.
Speaker 2 (10:06):
I think that's one of the things that I, as you're
talking about.
That that I'm thinking about isthat transparency, right Of hey,
this is what we're doing, thisis why we're doing it, this is
what's happening and this is thereasons for it.
So that, and acknowledging it'sa change and that it might be
challenging, is part of thetransparency as well, and I
(10:27):
think for me, there was alsothis piece the confidence that I
could hold around.
This is a good way to learn, asopposed to some like hesitancy
oh, I don't know, we're going totry it and we'll see if it
works out and then parents arenot feeling comfortable.
So I think it's important, evenif you're not as the teacher,
(10:48):
even if you're not quite sure,like you can say yeah, this is a
new thing, we're doing it, andI think it's challenging, and
hopefully you're on board withthe research and the why, and
you can put that forward as thisis the why, and this is a good
why, because I think that helpsassuage a lot of fears,
sometimes with parents.
(11:08):
When you can be confident in it, go ahead.
Speaker 3 (11:13):
Another thing I was going to say is I'm definitely
honest with parents about I'mgoing to have your students
struggle, but that's part of itis that is the best, that is the
way to learn me.
Teaching them to mimic or justmemorize what I'm saying is not
the route to go.
So letting them know yourstudent is capable, and I do
think they're capable, and I'mgoing to push them.
I always use the Goldilocksreference I'm not pushing too
hard, not pushing too little,but I'm going to try to find
(11:34):
that sweet spot.
So if they're struggling, thatis something you might hear, but
please keep them focused on thepractice, just like they
practice an instrument, justlike they practice anything else
.
Just help that mentality aroundpracticing that muscle.
So yeah, just being honestabout the struggle too, because
parents do not like to knowtheir students are struggling.
So, as long as you're honest andyou're confident that I'm going
to watch them struggle but I'mgoing to help them and that's
(11:56):
part of the process.
Things I think makes asuccessful classroom is having
great relationships with yourstudents.
no-transcript and they knowwhat's going on, they can rally
(12:16):
around it.
Parents can relate to theteamwork aspect.
You always have to work inteams.
That's something we all relateto, even as adults working in
teams, having jobs and thingslike that.
So that is something they candefinitely.
Yeah, we're just trying toteach them now at this level how
to work together, how to shareideas, how to operate, have
discourse, things like that.
Speaker 2 (12:33):
So it's relatable and I think there's sort of two
things, two pieces, that I wasalways prepared to answer to
parents about the two questionsI knew they were going to have.
I wonder what they were around?
(13:00):
Well, is my student going tojust be the teacher?
And so I would be prepared totalk with that parent around
what benefits there were tofurther explaining, to
explaining their ideas notalways telling because I work
with the students to like, okay,your job isn't to just tell
each other what to do, it's tohelp each other understand.
And the benefits for thestudent that does get it at that
moment of explaining to someoneelse so that the other person
(13:24):
can understand is, is reallyhuge in their, in building their
own understanding.
Right, like we know, we allmake connections.
We I think there's so many ofus were like, oh yeah, I finally
figured out how, like how todivide fractions, when I went to
college and learned why we doit and all these things there's
all those parts of as a teacher.
We get to explain all the timeand we're always trying to make
sure our explanations areunderstood and that builds our
(13:45):
own understanding.
We, you know, we benefit fromthat.
And so helping that parent, soto speak, understand what
benefits there were and lettingthem know I'm not going to let
your child just fall into thatplace of always just being the
teacher.
That is part of my role to helpthem do that.
And then I think there was theflip side of the parent whose
(14:06):
child, historically, is not doneand they're worried that other
kids are going to make fun ofthem or they're going to not
feel comfortable askingquestions or they're just going
to sit there and do nothing.
And then helping that parentunderstand my part in that, my
job in that part of hey, I'mgoing to build structures so
that they can communicate toeach other and talk to each
(14:27):
other.
I'm going to elevate theirstatus in the classroom with
various techniques and so on,and so I think there's something
very clear about being preparedto talk to those two.
The parents on the ends they'regoing to have those.
Speaker 3 (14:40):
Those questions are probably come up absolutely sure
and I was thinking too thatwhen we were first talking is
like parents have this mentality.
Maybe it's the group work, likeold traditional group work,
where one person does all theall the work and everyone's.
You have to debunk that right.
It's not that.
It's about sharing their ideas,constructing things together.
We're all working towards thesame thing, so we should all
have this common understanding.
(15:00):
And the other second question Ithought you were going to say
is you're not teaching my child,that sometimes you're not
teaching and that's an that's agood come.
It's a good opportunity for aconversation to ask okay, so
what do you think teaching lookslike, sounds like, feels like,
because it's.
It tells me their child, itgives me information.
The child might need more inthe classroom.
They might have a differentperspective of what a classroom
(15:22):
should look like.
That is another thing, becauseworking with a team constructing
your ideas, versus being toldwhat to do and just doing it a
bunch of times, is a differentstructure than what they're used
to this conversation.
Speaker 1 (15:36):
now in August is three weeks into the school year
.
I would, if I didn't addressthis at the beginning of the
school year, I would think shoot.
I wish I would have done thatat the beginning of the school
year and so our back to schoolnights very similar to yours,
ashley, was we'd have a momentwhere everybody would come in
(15:56):
and we would do a background ofphilosophy and this is how our
math program works and thingslike that.
And when they come to ourclassrooms then they would
experience a math task.
They could ask the logisticalstuff like the percentages of
homework versus assessment oranything like that, but more
importantly, they could askthose questions, like Misty was
(16:17):
just saying too, about how is mystudent going to fit into this
and how can we help that to besuccessful.
Speaker 2 (16:24):
One of the things that I think the parents of my
students like initially, kind oflike what do you mean?
But then we're like, oh my gosh,so relieved about what I would
tell them, is I said I wouldtell them I don't want you to
help your student with theirmath homework.
(16:44):
I was like because two thingsOne, the way I set up my
independent practice.
My homework was really aboutpractice and it really wasn't
about we didn't count up rightsand wrongs when they came in.
So that was one thing I neededto communicate to parents and
let them know I don't want yourstudent to just come with a
perfect homework paper that youspent hours helping them do.
(17:04):
That's not productive andthat's not what we're trying to
do and that's not the purposeand it's not going to impact
them.
And the other part of that isthat if they come with this
paper where that you help themfigure all these things out and
do those things, then I don'tknow what they don't understand
and I need to know what theydon't understand.
I need them to come in and askme those questions and do those
things so that I know where theclass is and what things people
(17:29):
are not understanding, so thatthen I can help them.
And that was a huge relief for alot of my parents, particularly
going into middle school wherefor some parents is that place
where they're like, oh, I'm notfeeling as comfortable helping
you anymore and I'm like, nopethat your job is to have them
write down a question to ask MsNicola tomorrow.
(17:51):
Your job is to help themstructure a space and a time and
a focus area and if they'veworked for 40 minutes we had
some limits on how much timethey could spend Then you could
just.
Your job is to write a note.
My students spent their time ontheir homework practice today
Done and they get credit.
We talked a lot about changingthat viewpoint or that mindset
(18:11):
around what homework is, quoteunquote, like the independent
practice and their role insupporting the student in that
way as well.
Speaker 3 (18:22):
Because CPM does teach math a little bit
differently.
So parents will see problemsand want to go back to that,
thinking of they can't do it theway they know how to do it.
So I do the same thing.
They can struggle with theirstudents, like I'm asking them.
For students to do is try tofigure it out, try to make sense
of it or encourage theirstudent to ask me a question or
someone in their team they'reworking with, because we all
should be able to share andthink and be able to talk about
(18:43):
the same idea because it doeslook different, it's so.
Just we're not trying to makethem do it traditionally it's
not right or wrong, but we dowant them asking questions
critically to figure out themath content.
Good point, that's a very goodpoint, yeah.
Speaker 2 (19:19):
You're making me think of a good conversation
maybe to have in your syllabuseven is to lay that out.
I don't want you to answer thosequestions, I want them, but
then also to say your role is toactually acknowledge that this
is a struggle and give someencouragement and give some
ideas about supporting grit andperseverance and such Well, and
helping them figure out what's aquestion you could ask or
identifying where you're stuck,like all of those things are
those meta-thinking tasks thatare important in continuing to
problem solve and not just sortof just yes, you might stop, you
might pause, but you know it'snot the giving up, they're like
(19:39):
just in the time responseAbsolutely.
Speaker 3 (19:44):
And as the math gets harder, we might have to remind
parents of this.
So at the beginning of the yearit's good to remind them, but
then, as the content rigors up,just remind them.
Hey, this struggle.
So maybe have a night if youcan get your whole department
together to do a math night,maybe mid-quarter of the year,
just to remind them of thesethings would be a great idea.
Sending out parent tips I knowCPMS has some great parent tips
that you can direct the parentsto so they're getting weekly
(20:06):
information on how to supporttheir students, because they're
going to need some supportthroughout the year as their
students are struggling too.
Speaker 2 (20:12):
Yeah, totally yeah, and I think that that goes along
with the idea of mixed-basedpractice.
Right, you tell them all thisstuff at the beginning of the
year and then you're going tohave to remind them.
You're going to have to say, oh, this is what we were talking
about, this is where it is, andI like that.
You talked about the parenttips.
I think you could certainlysend those out weekly or
biweekly or whatever you want.
(20:34):
I want to point out to you andlet people know inside the
professional learning portal, wehave a public relations on
demand module that you can selfenroll for and then, kind of
like, look through the thingsthat are in there.
The resources are there.
Help with some ideas aroundteacher transparency and
designing a parent night, a backto school night whatever you
(20:57):
want to call it.
So there's some resources therefor you as well.
Go check that out and we'll puta link in the podcast
description for it.
Speaker 1 (21:04):
And I'm thinking also like we did have that back to
school night and we did dosomething in mid-year and there
were many people who attended,but there's also many people who
didn't.
Speaker 2 (21:32):
So I had some strategies how to connect with
those parents.
Did you guys have anystrategies?
So some of it was just here'swhat to expect, here's what the
assignments are, kind of thinglike rough for parents to have
an idea.
But then there was also a partof talking about here's what's
happening in the curriculum orhere's what we're studying, and
I could put some pieces in there, because it was just a pager
(21:52):
that we did every week and thenI could talk with them at parent
conferences.
We had parent conferences twicea year, ash.
Speaker 3 (22:03):
Oftentimes I would pick a problem for them to talk
to another adult about.
So there was another teacher, ormaybe their parents at home or
their guardian, and then thatwould be part of the
conversation the following day.
Okay, did someone talk toanother person?
What do they think about thisproblem?
And bring that in just toinclude them in the math and
everyone's a math person kind ofkeep that going.
And then, of course, I did well, not of course, but I did
monthly newsletters to theparents and let them know what
was going on for the chaptersand things like that.
(22:24):
I was not good enough to do it.
Weekly Kudos to teachers.
I can get it out every week.
That's what I did.
Speaker 1 (22:30):
Interesting.
And I taught high school and asa parent, I can even say my
involvement changed as mystudent kept growing and moving
into the higher grades.
But I guess, very similar toyou I mean publicly facing a lot
of emailing I would try andcall folks as much as possible
(22:55):
if I could, for good or badreasons and good or bad meaning,
maybe behavior in the classroomor something like that.
But I'd always try to make aneffort to connect with folks and
I had a number like five a weekor something like that that I
would try and reach out tospecifically.
But that was my strategy is tryto just make those.
Speaker 3 (23:16):
Parents do love a positive call home.
So, teachers, here's yourencouragement to do that.
Pick things, tell parents,students, perseverance is
showing, they're a great teammember.
They're great at helping theclass function.
I love hearing good things, sothat's a good.
It makes you feel good too as ateacher giving that gratitude
and that positive stuff out.
So as you're starting the year,that's a really good reminder.
Joel, send out some good phonecalls.
Speaker 1 (23:36):
We need it and I think start it early, start at
the beginning of the year, so itbecomes one of your routines.
Speaker 3 (23:44):
Get the parents happy early, that you're getting them
to work together, getting themall shaped up for society.
They're going to be greatcollaborators, that's right.
Speaker 2 (23:52):
Comes back to relationships.
Well, thanks for joining ustoday, ashley, thanks for having
me, and if you have morequestions or anything, you can
reach out to us throughcpmpodcasts at cpmorg.
Speaker 4 (24:14):
Thank you, dear CPM.
I'm in my first year ofteaching and new to CPM.
This year I'm teachingIntegrated Math 1.
My Integrated Math 1 PLC and Ifollow the pacing guide that CPM
provides pretty closely, makingsmall adjustments to fit the
(24:41):
needs of our students and ourschool schedule.
However, I am struggling to getthrough an entire CPM lesson
during our 53-minute classperiod.
When I don't finish a lesson, Iusually pick it up the next day
, which then puts me behind myPLC's pacing.
What are your suggestions onhow to get through a lesson in
order to keep up with the pacingguide?
(25:01):
Sincerely, pacing in Circles.
Dear Pacing in Circles, Icompletely understand your
situation.
I would like to give you a fewsuggestions or reminders that
may be helpful to you.
Be sure to get into the lessonwithin the first five minutes of
class.
(25:21):
You may consider using a timerand when most teams are done
with the problem, move themforward.
Also, just a reminder that allteams do not have to complete
every problem.
In most lessons, the firstproblem of the next lesson can
be used as a launch and if it isnot a review problem, it's a
(25:44):
problem that leads them to whatthey will be doing in that
particular lesson.
I hope these nuggets willcircle you back to your intended
pacing.
This is Adam Varnes from SanDimas, california, and this is
my math joke.
Speaker 1 (26:01):
Why were the Romans so good at algebra?
Speaker 3 (26:07):
Because X was always 10 for them.
Speaker 2 (26:12):
Oh goodness gracious, if you have a math joke for us
or if you would like to send ina letter to Dear CPM, please
record your joke with your nameand your location, or record
your Dear CPM letter.
You can use your own name, oryou can use an alias and send
(26:33):
them to us at cpmpodcast, atcpmorg, and we'll feature them
on the podcast.
Thanks at cpmorg, and we'llfeature them on the podcast.
Thanks.
So that is all we have time foron this episode of the More
Math for More People podcast.
If you are interested inconnecting with us on social
(26:59):
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H.
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 (27:14):
It'll be August 20th.
We're mosquito.
I'm interested to hear somestories about mosquitoes.
I know I grew up in Minnesotaand in Minnesota the mosquito is
considered to be the state bird, of course, and we know many
diseases come from mosquitoes.
We're going to talk a lot aboutmalaria, probably.
(27:35):
I was grateful when I moved toUtah and camping here in Utah is
much different than camping inMinnesota because less
mosquitoes, a lot less water,all those kind of things.
So excited to celebrate onAugust 20th, world Mosquito Day.
See you then, thank you.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:26):
Boom.
Okay, here we are, August 6,2024, and we're going to
celebrate our National Day of sowhat day is it today, Joel.
Today is National Root BeerFloat Day Root.
Speaker 1 (00:47):
Beer Float Day Root.
Speaker 2 (00:48):
Beer.
Speaker 1 (00:48):
Float Day.
Yeah, it says don't plan a diettoday because you're going to
enjoy that root beer float.
Speaker 2 (00:53):
What if my diet is the root beer float?
Diet it?
Speaker 1 (00:55):
could be.
Speaker 2 (00:57):
I mean, it wouldn't be a diet for losing weight, it
would be a diet that was fun tohave.
Root Beer Float.
When was the last time you hada root beer float other than
today?
Speaker 1 (01:07):
Yesterday.
Speaker 2 (01:09):
Oh wow, yeah, you were celebrating early Like that
kid that opens all his presentson Christmas Eve.
Speaker 1 (01:16):
In my household we kind of celebrate when
everybody's done with their workday and we're just almost ready
for bed.
We have a lot of root beerfloats in this house.
How about you?
That's cool.
Speaker 2 (01:29):
I'm trying to remember the last time I've had
an actual root beer float, likeactually put ice cream and soda
in a glass or whatever and haveit that way.
It's been long enough ago thatI can't really remember when
I've had it actually that way.
And I it's been long enough agothat I can't really remember
when I've had it actually thatway, but I do remember well, I
had it as sort of a root beerfloat, but it was like a porter
(01:52):
and ice cream, so that doesn'treally count, it was.
I mean, it was okay, I was, itwas, I remember, stout, but it
was like alcoholic beverage andice cream.
So it's not probably, it's notreally the same.
Speaker 1 (02:03):
That was years ago.
I was going to say when did youthink the float started, Not
just root beer floatsspecifically, but yeah, like
when did people start puttingcream and stuff?
Speaker 2 (02:13):
I wonder, I mean, why did somebody even make this?
Speaker 1 (02:16):
I don't know.
Speaker 2 (02:18):
How does this taste?
Is this good?
Okay, I have several things Iwant to say.
So one when I was a kid, wedidn't really make root beer
floats, but we used to take andput vanilla ice cream in the
bowl and then we would pour sodaover top of it.
Speaker 1 (02:34):
Okay.
Speaker 2 (02:34):
But we had like Craigmont pop, so it was like
cherry or orange or differentflavors.
Speaker 1 (02:39):
Is Craigmont a brand?
Speaker 2 (02:42):
Yeah, it's like a Pacific Northwest, like a store
brand.
Gotcha, gotcha it was atSafeway or something like that.
So it was cheap soda becausethat's what we got with the kids
and all kids should have soda,but it should be cheap soda.
But we would pour it over it andthen eat the soda or whatever
out and then it would becrystallized into the ice cream
and eat that part and then poursome more and just keep pouring
(03:04):
it on until we eat all that,until the ice cream was so melty
that it just kind of blendedtogether.
But yeah, I wonder, so I alsothink about.
Do you remember the showLaverne and Shirley?
Sure do Okay, do you rememberLaverne's favorite drink?
Speaker 1 (03:20):
I don't.
Speaker 2 (03:22):
It was Pepsi and milk , oh really, which I tried when
I was a't.
It was Pepsi and milk, ohreally, which I tried when I was
a child.
It's actually not very good,but like Pepsi and ice cream.
Why would that be any different?
Speaker 1 (03:33):
Yeah Well, other than it's Pepsi Coke and milk sounds
good.
Speaker 2 (03:38):
I know.
Speaker 1 (03:39):
We can go there, but we're not going there.
No, al, that's just what theyhad.
Speaker 2 (03:43):
So yeah, it's interesting.
So it made me think about Iwonder if people invented root
beer floats because they had ice, but they had ice cream.
That doesn't make sense, Nevermind.
I'm thinking aloud.
Speaker 1 (03:52):
Huh, interesting.
What year do you think it wasinvented?
Speaker 2 (03:56):
1756.
Speaker 1 (03:58):
1876.
Speaker 2 (04:03):
Oh my gosh, I was so close but I had all the wrong
numbers.
What are the number of rootsand?
Speaker 1 (04:08):
herbs that make a root beer float or root beer.
Speaker 4 (04:11):
I should say 16.
15.
That's good, oh that was close.
Speaker 1 (04:15):
That was close.
What's the percentage that rootbeer makes up of America's soft
drink market?
Speaker 2 (04:21):
Eight.
Speaker 1 (04:23):
Three what year.
A key ingredient of root beercalled the sassafras root.
Speaker 2 (04:30):
That's what I was going to say.
Speaker 1 (04:31):
It was banned by the FDA.
What year was it?
Was sassafras banned?
Speaker 2 (04:37):
Sassafras was banned by the FDA.
Fda 1919.
Speaker 1 (04:51):
1960.
I also notice, and this isinteresting to me because we
have a co-worker that's from thePhiladelphia, pennsylvania area
, and they have.
Philly seems to take a lot ofownership over some foods like
the cheesesteak.
Cheesesteak yeah, there's.
Speaker 2 (05:06):
There's some other stuff is there others than that?
Speaker 1 (05:08):
there's um, well, there's a food called scrapple.
I think we've celebratedscrapple, maybe oh you know, is
that okay?
Speaker 2 (05:14):
philadelphia cream cheese.
Do they take ownership of that?
Speaker 1 (05:17):
definitely sure, but they have they not just a root
beer float, they have a phillyfloat what?
Speaker 2 (05:24):
What's a Philly float ?
Speaker 1 (05:26):
It's authentic root beer floats made with their own
brand of root beer syrup and icecream.
Wow.
Speaker 2 (05:35):
All right.
Well, so it's National RootBeer Float Day.
Speaker 1 (05:38):
National Root Beer Float Day I will still be
celebrating, for the next twoweeks or so at least, okay, if
not longer.
Speaker 2 (05:47):
Maybe today I will have a root beer float like a
genuine traditional root beerfloat.
I'll have to go out and buysome root beer and ice cream
because I don't have that at myhouse, but I could do that.
Speaker 1 (05:57):
I think it's worth the purchase.
Speaker 2 (06:00):
All right, tell us how you drink your root beer
float.
Send us a message.
Yeah, so it's August.
Yeah, I can't believe it'sAugust already.
That's crazy.
Time is crazy.
I know Time is crazy.
(06:21):
Yeah, I can't believe it'sAugust already.
Speaker 1 (06:24):
That's crazy, time is crazy.
Speaker 2 (06:25):
I know Time is crazy, and so Joel and I have been
thinking about what kinds ofthings we should put in the
podcast in August, when someschools, crazily enough, are
already started In.
Speaker 4 (06:40):
July.
Speaker 2 (06:43):
And some schools don't start for a month, so we
get it's all over the place InJuly side conversation around
and more than just setting upyour classroom, organizing
(07:05):
things like that.
We've talked about some ofthose things in the past, so if
you're curious about those, youcould go.
Look at other August podcastsfrom years before.
So we invited Ashley Boyd, oneof our co-workers Hello, ashley,
one of our co-workers on theprofessional learning team to
come in today and have aconversation with us about a
little bit around the ideasaround how to.
(07:27):
Whether it's the first timeyou've been, the first time this
year that you're doing CPM orthe 30th time that would be a
lot because I think ourcompany's only about 30 years
old.
But you know, like the manytimes that you've done CPM, one
of the things that I know Ialways thought about every year
is how to communicate to theparents of my students and my
(07:48):
community various things aroundthe curriculum and so on.
So we that's what we're goingto have a conversation around is
like how to connect andcommunicate to parents community
the stakeholders right likejust yeah, the teachers even
yeah, yeah, students around herewent back to school yesterday.
Speaker 3 (08:06):
Their first day of class was yesterday, july 30th,
so they're back in full swing.
Speaker 2 (08:10):
Oh, my goodness gracious.
Speaker 3 (08:12):
It's an exciting time of the year when students go
back to school and schoolsupplies are on the shelf and
things like that.
Teachers are ready sharingpictures of their classroom on
social media and stuff.
So it's an exciting time of theyear.
Speaker 1 (08:22):
It is exciting.
Speaker 3 (08:23):
It's fun.
Speaker 2 (08:32):
So what are some of the ways that you thought about
engaging with parents, communitymembers, about what was going
on in your classroom?
Speaker 3 (08:37):
I think the biggest thing for me was transparency.
I wanted to be able tocommunicate to parents, let them
know what was happening in myclassroom, so I would send out
an info letter about myself andwhat the classroom was going to
look like.
I would add some of theresearch from CPMs through
pillars so they would know theclassroom might look different
and I just wanted them to knowwhat the classroom was going to
look like, sound like, feel like.
So, as they hear it throughtheir student's lens, they have
(08:59):
a background knowledge of whatthey're talking about.
So transparency was really bigfor me through communication.
We always had a parent night atthe beginning of the year and
the parents would have to do thestudent's schedule.
They got to rotate throughtheir bell schedule to see their
teachers and I would always setup my room much like my
classroom with a task when theycame in, and the parents would
know what it would look likewhen they came into the
classroom.
So they would have another nextlevel of what it looked like to
(09:20):
be in the classroom tounderstand what their students
were doing that year.
Because it is a different styleof teaching, having students
work together in teams andformulate their ideas.
So you want parents to knowwhat's happening in the
classroom.
They just want to know what'sgoing on, so being upfront with
them was very important to me.
Speaker 1 (09:34):
How was it received?
Speaker 3 (09:36):
Parents do love their students, right, and they want
to know what's going on.
They like to know what's goingon and on the first parent night
when they would come to theclassroom, so I have them do
like a small math task and thenhanging up on the wall right,
and they would stay up all yearlong about what their parents
could do in mathematics.
So I would always refer to thatabout the parents that came in
in math.
It was well-received, Somestudents.
Of course.
It was a transition to get towhere they would work, working
(09:57):
together all the time and alwayshaving to do that and there's.
So accommodations were made aswe were getting comfortable, but
parents always appreciated aconversation around it.
Speaker 2 (10:06):
I think that's one of the things that I, as you're
talking about.
That that I'm thinking about isthat transparency, right Of hey,
this is what we're doing, thisis why we're doing it, this is
what's happening and this is thereasons for it.
So that, and acknowledging it'sa change and that it might be
challenging, is part of thetransparency as well, and I
(10:27):
think for me, there was alsothis piece the confidence that I
could hold around.
This is a good way to learn, asopposed to some like hesitancy
oh, I don't know, we're going totry it and we'll see if it
works out and then parents arenot feeling comfortable.
So I think it's important, evenif you're not as the teacher,
(10:48):
even if you're not quite sure,like you can say yeah, this is a
new thing, we're doing it, andI think it's challenging, and
hopefully you're on board withthe research and the why, and
you can put that forward as thisis the why, and this is a good
why, because I think that helpsassuage a lot of fears,
sometimes with parents.
(11:08):
When you can be confident in it, go ahead.
Speaker 3 (11:13):
Another thing I was going to say is I'm definitely
honest with parents about I'mgoing to have your students
struggle, but that's part of itis that is the best, that is the
way to learn me.
Teaching them to mimic or justmemorize what I'm saying is not
the route to go.
So letting them know yourstudent is capable, and I do
think they're capable, and I'mgoing to push them.
I always use the Goldilocksreference I'm not pushing too
hard, not pushing too little,but I'm going to try to find
(11:34):
that sweet spot.
So if they're struggling, thatis something you might hear, but
please keep them focused on thepractice, just like they
practice an instrument, justlike they practice anything else
.
Just help that mentality aroundpracticing that muscle.
So yeah, just being honestabout the struggle too, because
parents do not like to knowtheir students are struggling.
So, as long as you're honest andyou're confident that I'm going
to watch them struggle but I'mgoing to help them and that's
(11:56):
part of the process.
Things I think makes asuccessful classroom is having
great relationships with yourstudents.
no-transcript and they knowwhat's going on, they can rally
(12:16):
around it.
Parents can relate to theteamwork aspect.
You always have to work inteams.
That's something we all relateto, even as adults working in
teams, having jobs and thingslike that.
So that is something they candefinitely.
Yeah, we're just trying toteach them now at this level how
to work together, how to shareideas, how to operate, have
discourse, things like that.
Speaker 2 (12:33):
So it's relatable and I think there's sort of two
things, two pieces, that I wasalways prepared to answer to
parents about the two questionsI knew they were going to have.
I wonder what they were around?
(13:00):
Well, is my student going tojust be the teacher?
And so I would be prepared totalk with that parent around
what benefits there were tofurther explaining, to
explaining their ideas notalways telling because I work
with the students to like, okay,your job isn't to just tell
each other what to do, it's tohelp each other understand.
And the benefits for thestudent that does get it at that
moment of explaining to someoneelse so that the other person
(13:24):
can understand is, is reallyhuge in their, in building their
own understanding.
Right, like we know, we allmake connections.
We I think there's so many ofus were like, oh yeah, I finally
figured out how, like how todivide fractions, when I went to
college and learned why we doit and all these things there's
all those parts of as a teacher.
We get to explain all the timeand we're always trying to make
sure our explanations areunderstood and that builds our
(13:45):
own understanding.
We, you know, we benefit fromthat.
And so helping that parent, soto speak, understand what
benefits there were and lettingthem know I'm not going to let
your child just fall into thatplace of always just being the
teacher.
That is part of my role to helpthem do that.
And then I think there was theflip side of the parent whose
(14:06):
child, historically, is not doneand they're worried that other
kids are going to make fun ofthem or they're going to not
feel comfortable askingquestions or they're just going
to sit there and do nothing.
And then helping that parentunderstand my part in that, my
job in that part of hey, I'mgoing to build structures so
that they can communicate toeach other and talk to each
(14:27):
other.
I'm going to elevate theirstatus in the classroom with
various techniques and so on,and so I think there's something
very clear about being preparedto talk to those two.
The parents on the ends they'regoing to have those.
Speaker 3 (14:40):
Those questions are probably come up absolutely sure
and I was thinking too thatwhen we were first talking is
like parents have this mentality.
Maybe it's the group work, likeold traditional group work,
where one person does all theall the work and everyone's.
You have to debunk that right.
It's not that.
It's about sharing their ideas,constructing things together.
We're all working towards thesame thing, so we should all
have this common understanding.
(15:00):
And the other second question Ithought you were going to say
is you're not teaching my child,that sometimes you're not
teaching and that's an that's agood come.
It's a good opportunity for aconversation to ask okay, so
what do you think teaching lookslike, sounds like, feels like,
because it's.
It tells me their child, itgives me information.
The child might need more inthe classroom.
They might have a differentperspective of what a classroom
(15:22):
should look like.
That is another thing, becauseworking with a team constructing
your ideas, versus being toldwhat to do and just doing it a
bunch of times, is a differentstructure than what they're used
to this conversation.
Speaker 1 (15:36):
now in August is three weeks into the school year
.
I would, if I didn't addressthis at the beginning of the
school year, I would think shoot.
I wish I would have done thatat the beginning of the school
year and so our back to schoolnights very similar to yours,
ashley, was we'd have a momentwhere everybody would come in
(15:56):
and we would do a background ofphilosophy and this is how our
math program works and thingslike that.
And when they come to ourclassrooms then they would
experience a math task.
They could ask the logisticalstuff like the percentages of
homework versus assessment oranything like that, but more
importantly, they could askthose questions, like Misty was
(16:17):
just saying too, about how is mystudent going to fit into this
and how can we help that to besuccessful.
Speaker 2 (16:24):
One of the things that I think the parents of my
students like initially, kind oflike what do you mean?
But then we're like, oh my gosh,so relieved about what I would
tell them, is I said I wouldtell them I don't want you to
help your student with theirmath homework.
(16:44):
I was like because two thingsOne, the way I set up my
independent practice.
My homework was really aboutpractice and it really wasn't
about we didn't count up rightsand wrongs when they came in.
So that was one thing I neededto communicate to parents and
let them know I don't want yourstudent to just come with a
perfect homework paper that youspent hours helping them do.
(17:04):
That's not productive andthat's not what we're trying to
do and that's not the purposeand it's not going to impact
them.
And the other part of that isthat if they come with this
paper where that you help themfigure all these things out and
do those things, then I don'tknow what they don't understand
and I need to know what theydon't understand.
I need them to come in and askme those questions and do those
things so that I know where theclass is and what things people
(17:29):
are not understanding, so thatthen I can help them.
And that was a huge relief for alot of my parents, particularly
going into middle school wherefor some parents is that place
where they're like, oh, I'm notfeeling as comfortable helping
you anymore and I'm like, nopethat your job is to have them
write down a question to ask MsNicola tomorrow.
(17:51):
Your job is to help themstructure a space and a time and
a focus area and if they'veworked for 40 minutes we had
some limits on how much timethey could spend Then you could
just.
Your job is to write a note.
My students spent their time ontheir homework practice today
Done and they get credit.
We talked a lot about changingthat viewpoint or that mindset
(18:11):
around what homework is, quoteunquote, like the independent
practice and their role insupporting the student in that
way as well.
Speaker 3 (18:22):
Because CPM does teach math a little bit
differently.
So parents will see problemsand want to go back to that,
thinking of they can't do it theway they know how to do it.
So I do the same thing.
They can struggle with theirstudents, like I'm asking them.
For students to do is try tofigure it out, try to make sense
of it or encourage theirstudent to ask me a question or
someone in their team they'reworking with, because we all
should be able to share andthink and be able to talk about
(18:43):
the same idea because it doeslook different, it's so.
Just we're not trying to makethem do it traditionally it's
not right or wrong, but we dowant them asking questions
critically to figure out themath content.
Good point, that's a very goodpoint, yeah.
Speaker 2 (19:19):
You're making me think of a good conversation
maybe to have in your syllabuseven is to lay that out.
I don't want you to answer thosequestions, I want them, but
then also to say your role is toactually acknowledge that this
is a struggle and give someencouragement and give some
ideas about supporting grit andperseverance and such Well, and
helping them figure out what's aquestion you could ask or
identifying where you're stuck,like all of those things are
those meta-thinking tasks thatare important in continuing to
problem solve and not just sortof just yes, you might stop, you
might pause, but you know it'snot the giving up, they're like
(19:39):
just in the time responseAbsolutely.
Speaker 3 (19:44):
And as the math gets harder, we might have to remind
parents of this.
So at the beginning of the yearit's good to remind them, but
then, as the content rigors up,just remind them.
Hey, this struggle.
So maybe have a night if youcan get your whole department
together to do a math night,maybe mid-quarter of the year,
just to remind them of thesethings would be a great idea.
Sending out parent tips I knowCPMS has some great parent tips
that you can direct the parentsto so they're getting weekly
(20:06):
information on how to supporttheir students, because they're
going to need some supportthroughout the year as their
students are struggling too.
Speaker 2 (20:12):
Yeah, totally yeah, and I think that that goes along
with the idea of mixed-basedpractice.
Right, you tell them all thisstuff at the beginning of the
year and then you're going tohave to remind them.
You're going to have to say, oh, this is what we were talking
about, this is where it is, andI like that.
You talked about the parenttips.
I think you could certainlysend those out weekly or
biweekly or whatever you want.
(20:34):
I want to point out to you andlet people know inside the
professional learning portal, wehave a public relations on
demand module that you can selfenroll for and then, kind of
like, look through the thingsthat are in there.
The resources are there.
Help with some ideas aroundteacher transparency and
designing a parent night, a backto school night whatever you
(20:57):
want to call it.
So there's some resources therefor you as well.
Go check that out and we'll puta link in the podcast
description for it.
Speaker 1 (21:04):
And I'm thinking also like we did have that back to
school night and we did dosomething in mid-year and there
were many people who attended,but there's also many people who
didn't.
Speaker 2 (21:32):
So I had some strategies how to connect with
those parents.
Did you guys have anystrategies?
So some of it was just here'swhat to expect, here's what the
assignments are, kind of thinglike rough for parents to have
an idea.
But then there was also a partof talking about here's what's
happening in the curriculum orhere's what we're studying, and
I could put some pieces in there, because it was just a pager
(21:52):
that we did every week and thenI could talk with them at parent
conferences.
We had parent conferences twicea year, ash.
Speaker 3 (22:03):
Oftentimes I would pick a problem for them to talk
to another adult about.
So there was another teacher, ormaybe their parents at home or
their guardian, and then thatwould be part of the
conversation the following day.
Okay, did someone talk toanother person?
What do they think about thisproblem?
And bring that in just toinclude them in the math and
everyone's a math person kind ofkeep that going.
And then, of course, I did well, not of course, but I did
monthly newsletters to theparents and let them know what
was going on for the chaptersand things like that.
(22:24):
I was not good enough to do it.
Weekly Kudos to teachers.
I can get it out every week.
That's what I did.
Speaker 1 (22:30):
Interesting.
And I taught high school and asa parent, I can even say my
involvement changed as mystudent kept growing and moving
into the higher grades.
But I guess, very similar toyou I mean publicly facing a lot
of emailing I would try andcall folks as much as possible
(22:55):
if I could, for good or badreasons and good or bad meaning,
maybe behavior in the classroomor something like that.
But I'd always try to make aneffort to connect with folks and
I had a number like five a weekor something like that that I
would try and reach out tospecifically.
But that was my strategy is tryto just make those.
Speaker 3 (23:16):
Parents do love a positive call home.
So, teachers, here's yourencouragement to do that.
Pick things, tell parents,students, perseverance is
showing, they're a great teammember.
They're great at helping theclass function.
I love hearing good things, sothat's a good.
It makes you feel good too as ateacher giving that gratitude
and that positive stuff out.
So as you're starting the year,that's a really good reminder.
Joel, send out some good phonecalls.
Speaker 1 (23:36):
We need it and I think start it early, start at
the beginning of the year, so itbecomes one of your routines.
Speaker 3 (23:44):
Get the parents happy early, that you're getting them
to work together, getting themall shaped up for society.
They're going to be greatcollaborators, that's right.
Speaker 2 (23:52):
Comes back to relationships.
Well, thanks for joining ustoday, ashley, thanks for having
me, and if you have morequestions or anything, you can
reach out to us throughcpmpodcasts at cpmorg.
Speaker 4 (24:14):
Thank you, dear CPM.
I'm in my first year ofteaching and new to CPM.
This year I'm teachingIntegrated Math 1.
My Integrated Math 1 PLC and Ifollow the pacing guide that CPM
provides pretty closely, makingsmall adjustments to fit the
(24:41):
needs of our students and ourschool schedule.
However, I am struggling to getthrough an entire CPM lesson
during our 53-minute classperiod.
When I don't finish a lesson, Iusually pick it up the next day
, which then puts me behind myPLC's pacing.
What are your suggestions onhow to get through a lesson in
order to keep up with the pacingguide?
(25:01):
Sincerely, pacing in Circles.
Dear Pacing in Circles, Icompletely understand your
situation.
I would like to give you a fewsuggestions or reminders that
may be helpful to you.
Be sure to get into the lessonwithin the first five minutes of
class.
(25:21):
You may consider using a timerand when most teams are done
with the problem, move themforward.
Also, just a reminder that allteams do not have to complete
every problem.
In most lessons, the firstproblem of the next lesson can
be used as a launch and if it isnot a review problem, it's a
(25:44):
problem that leads them to whatthey will be doing in that
particular lesson.
I hope these nuggets willcircle you back to your intended
pacing.
This is Adam Varnes from SanDimas, california, and this is
my math joke.
Speaker 1 (26:01):
Why were the Romans so good at algebra?
Speaker 3 (26:07):
Because X was always 10 for them.
Speaker 2 (26:12):
Oh goodness gracious, if you have a math joke for us
or if you would like to send ina letter to Dear CPM, please
record your joke with your nameand your location, or record
your Dear CPM letter.
You can use your own name, oryou can use an alias and send
(26:33):
them to us at cpmpodcast, atcpmorg, and we'll feature them
on the podcast.
Thanks at cpmorg, and we'llfeature them on the podcast.
Thanks.
So that is all we have time foron this episode of the More
Math for More People podcast.
If you are interested inconnecting with us on social
(26:59):
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H.
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 (27:14):
It'll be August 20th.
We're mosquito.
I'm interested to hear somestories about mosquitoes.
I know I grew up in Minnesotaand in Minnesota the mosquito is
considered to be the state bird, of course, and we know many
diseases come from mosquitoes.
We're going to talk a lot aboutmalaria, probably.
(27:35):
I was grateful when I moved toUtah and camping here in Utah is
much different than camping inMinnesota because less
mosquitoes, a lot less water,all those kind of things.
So excited to celebrate onAugust 20th, world Mosquito Day.
See you then, thank you.
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