During this full-day course, *GO Math!* teachers engage in reasoning and Math Talk, and examine the implications of these actions for their students. In addition, they analyze the complexity of mathematical tasks and consider strategies to use for planning *GO Math! *lessons. The end result is that students build a deep understanding of mathematics and use that understanding to reason about problems, make sense of new learning, and communicate their thinking to others.

This full-day course provides *GO Math!* teachers with a deeper look at building perseverance in problem solving and applying mathematics to everyday situations. Participants will learn strategies for engaging *GO Math! *students in appropriate levels of constructive struggle, thus allowing all students to approach mathematics with confidence and competence. Teachers will focus on how to maintain the integrity of high-level tasks by structuring lessons to allow students to make connections and develop new mathematical knowledge.

This three-day series of courses focus on teachers’ math content and pedagogical knowledge in order to support *GO Math! *classroom instruction. Topics include Math Talk, mathematical reasoning, procedural fluency and mathematical representations, all critical elements of mathematics learning in *GO Math!. * Teachers gain a variety of instructional skills and strategies that will impact lesson planning and use of tools in *GO Math! *to support students’ development of mathematical ideas.

This full-day course provides *Go Math! *teachers with a deeper understanding of procedural fluency beyond the ability to memorize procedures and apply them with limited understanding. In addition, teachers will learn strategies to support students in representing ideas visually, symbolically, and verbally, as well as strategies for helping *GO Math! * students make connections between these different representations.

This three-day course focuses on number and operations in Base Ten for *GO Math!* students in grades K–2. The emphasis of this course is on developing a foundation of understanding of early number concepts, the significance of place value, and the four operations in order provide younger students a path to algebraic thinking.

The emphasis of this two-day course is on building understanding of fraction computation. Participants learn to build on students’ understanding of whole number operations to make sense of fraction computation. Strategies that support the development of fraction operation sense are highlighted.

This two-day course focuses on number and operations with fractions for *GO Math! *students in Grades 3-5. The emphasis of the course is on building understanding of fractions as numbers and connections between whole number knowledge and fraction knowledge.

This three-day course explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is central in middle school mathematics. The course addresses ratios and proportional relationships in the middle grades, and supports *GO Math!* teachers with strategies to help make the standards accessible to all students.

Team Coaching creates a collaborative community of *GO Math! *educators, synchronizing groups of teachers across grade levels and/or across a district, to deepen content knowledge for teaching, share experiences, and build teaching expertise. Team Coaching may include: lesson modeling, which provides teachers with professional development before, during, and after lesson delivery in their own classrooms with their own students; planning for units of instruction or lessons; and examining student work to plan next steps.

This Leadership Overview highlights the reasoning behind the *Math 180* strategy, provides videos from Math Solutions instructors, unpacks the learning progressions, and allows leaders to view interactive visual models, games, and more.

Webinar available soon.

Getting Started with *MATH 180,* Course I is a two-day course designed to help teachers consider how *MATH 180* prepares students to meet rigorous College and Career Readiness Standards. Teachers understand the* MATH 180* Instructional Model from the teacher’s and student’s perspective looking closely at the role of classroom discourse to support learning of mathematics. They interpret* MATH 180* progress, performance, and assessment data to inform instruction and prepare for the first six weeks with *MATH 180*.

This two-day course helps teachers gain a deeper understanding of instructional strategies and underlying mathematics content embedded in *MATH 180 *Course II. Teachers learn alternative teaching approaches that engage and motivate struggling students, pace students for success, and bolster their confidence and competence. Teachers learn how to use the dynamic software of *MATH 180 *and progress monitoring to make informed choices about the instruction as they plan for the first six weeks.

This day of professional learning is designed to help teachers understand how both the learning environment and classroom culture impact the differentiated mathematics classroom. They review and interpret progress, performance, and assessment data of *MATH 180* students to make instructional decisions that meet the needs of all students.

*MATH 180* uses models, tools, and alternative strategies to assist students to understand content and communicate their learning. This course is an opportunity for teachers to focus on the mathematical content of *MATH 180* through the lens of these tools and strategies, and to learn how to use each effectively to build mathematical understanding in students. Explicit connections to core content support all math teachers in implementing the models, tools, and strategies.

*MATH 180* uses models, tools, and alternative strategies to assist students to understand content and communicate their learning. This course is an opportunity for teachers to focus on the mathematical content of* MATH 180* through the lens of these tools and strategies, and to learn how to use each effectively to build mathematical understanding in students. Explicit connections to core content support all math teachers in implementing the models, tools, and strategies.

This professional learning develops teachers’ understanding of the *Do The Math* methodology and how it supports students who are below grade level in math. Teachers learn how to support the development of whole number and fraction proficiency for struggling students. Teachers consider what it means to provide intervention instruction as they spend time exploring the program and planning for their first week of instruction.

*Do The Math Now!* reinforces the key foundational concepts that are critical for algebra. The year-long course is designed for middle and high school students who need support in addition to their regular class instruction. Specifically developed to address these students’ needs with the basics of numbers and operations, content is sequenced and paced to build

understanding and skills.

This professional learning day helps teachers get started using *Do The Math Now! *in their classrooms to meet the needs of struggling math students in Grades 6–10+. Topics include understanding how the structure of the program builds foundational math skills and sequences the content to teach students to reason mathematically, teaching the instructional strategies and lessons, and using assessment data to influence instruction.

Authored by Marilyn Burns, *Math Reads* is a math and literature program for Grades K–5 that develops students’ mathematical thinking, reasoning, and problem-solving skills through engaging lessons inspired by children’s literature.

*Math Reads* Getting Started provides teachers with an introduction to the program components of *Math Reads* and provides a foundation for successful implementation.

Math Inventory is a powerful universal screening and growth monitoring assessment that measures math abilities and progress. Mathematics growth is measured on the Quantile® Framework for Mathematics—a scientific taxonomy of over 500 math concepts and skills— placing student readiness and difficulty of math tasks on the same scale.

This Getting Started day for teachers, coaches, and administrators provides an overview of the Quantile Framework® for Mathematics, hands-on experience with the software and management system, and practice using Quantile measures to differentiate instruction. Participants learn how to analyze reports to plan instruction and benchmark progress.

*FASTT Math’s* adaptive technology creates an individualized learning progression for every student, enabling students to develop fact fluency so they can focus on higher-level mathematics. Students will be enthralled by 18 NEW games, and educators will appreciate

how easy *FASTT Math* is to implement.

This implementation day examines how *FASTT Math Next Generation* or *FASTT Math Enterprise Edition* uses technology to help students achieve math fact fluency and provides teachers with the knowledge and tools to successfully get started with the program. Topics include using the Teacher Dashboard to monitor progress, analyzing report data to differentiate instruction, identifying key resources, and differentiation support in the Teacher’s Guide.

*Fraction Nation* targets fractions and decimals – two of the most difficult concepts to teach and learn. Designed to develop the critical foundations of fraction fluency – conceptual understanding and procedural knowledge – *Fraction Nation* delivers fraction fluency through explicit instruction, extensive practice, and ongoing assessments. *Fraction Nation* guides students on a journey through sixty-four carefully crafted lessons to build a strong foundation in fractions and decimals – all in a 15-minute lessons.

*Fraction Nation Getting Started* provides teachers with an introduction to the program components of *Fraction Nation* and provides a foundation for successful implementation.