
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades K–8): Achieving Fluency and Proficiency
The goals for participation are to define computational fluency, automaticity, mathematical proficiency, and conceptual understanding; to examine the learning progressions for computational fluency; to make connections between computational fluency, mathematical proficiency, and the process standards; and to explore computational fluency and mathematical proficiency activities. CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades 9–12): Achieving Fluency and Proficiency
The goals for participation are to define computational fluency, automaticity, mathematical proficiency, and conceptual understanding; to examine the learning progressions for computational fluency; to make connections between computational fluency, mathematical proficiency, and the process standards; and to explore computational fluency and mathematical proficiency activities. CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades K–8): Applying the Mathematical Process Standards
The goals for participation are to become familiar with the revised mathematical process standards and compare them to the current underlying processes and mathematical tools, to explore resources on the Texas Gateway, and to amplify instructional tasks. CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades 9–12): Applying the Mathematical Process Standards
The goals for participation are to become familiar with the mathematical process standards and compare them to the current underlying processes and mathematical tools, to explore resources on the Texas Gateway, and to amplify instructional tasks. CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades K–8): Completing the Gap Analysis
The goals for participation are to become familiar with the focal points and TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes. CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades 9–12): Completing the Gap Analysis
The goals for participation are to study the revised TEKS; to explore curriculum and instructional gaps in student learning for the 2015–2016 implementation; to explore vertical connections; to explore instructional implications for student cohorts, including those students entering Algebra I who received instruction in grade 8 revised TEKS; and to create an action plan for the transition to the revised TEKS. CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades K–8) with Supporting Documents
The goals for participation are to become familiar with the focal points and the TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the Revised TEKS (2012). CPE credit is 3. 
 CPE credit is 3
 Subject: Math
The Revised Math TEKS (Grades 9–12) with Supporting Documents
The goals for participation are to become familiar with the revised TEKS and the TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the revised TEKS. CPE credit is 3. 
 Resource ID: TXLS095
 Grade Range: 4
 Subject: Math
Organizing Olympic Outcomes
Students will explore frequency tables, dot plots, and stem and leaf plots by creating different representations from a given set of data points.

 Resource ID: TXLS066
 Grade Range: 6
 Subject: Math
Roll With It
Students will experience a handson lesson regarding ratios. While doing this, students will deepen their understanding of the concepts of ratios.

 Resource ID: TXLS107
 Grade Range: 1
 Subject: Math
Lines of Symmetry
Students will work collaboratively with a partner to discover what is a line of symmetry.

 Resource ID: TXLS205
 Grade Range: K
 Subject: Math
Balancing Act
Students use a pan balance model and manipulatives to identify a total that balances two parts. The use of the pan balance will help to develop the concept of equality. Students will develop the language of equality by reading and identifying the following expressions; balances, is the same as, is equal to, and equal before the symbol for equality is introduced. Students will identify an unknown part in a balance situation. Students will communicate ideas, explain, and justify how they solved problems.

 Resource ID: TXLS0930
 Grade Range: K
 Subject: Math
The Picture Graph Party
Students will explore and create picture graphs through collaboration and group work.

 Resource ID: TXLS0380
 Grade Range: 3
 Subject: Math
Learning the TwoStep Equation
Students will physically represent an array, a strip diagram, and an equation before working collaboratively in small groups to create these three models using a word problem.

 Resource ID: TXLS0250
 Grade Range: 3
 Subject: Math
Birthday Conundrum
Students will work together to determine the amount of each snack item it will take to feed the guests at a birthday party using different methods of multiplication representation.

 Resource ID: TXLS0300
 Grade Range: 3
 Subject: Math
Just Graph It!
Students will be involved in a problem solving lesson in which they are to visually represent previously collected survey data.

 Resource ID: TXLS1190
 Grade Range: 3
 Subject: Math
Analyzing Data Using a Dot Plot
Students will construct a dot plot using data collected on the faces of a cube after it is rolled. Students will then use a key to change the data to represent a larger population.

 Resource ID: TXLS1130
 Grade Range: 4
 Subject: Math
Adding Fractions on a Number Line
Students will work collaboratively in small groups to create number lines, and then use those number lines to model a realworld situation.

 Resource ID: TXLS0120
 Grade Range: 7
 Subject: Math
Modeling and Solving TwoStep Equations
Students will use various materials to create models of twostep equations. Then, they will take an equation, create their own model, and solve for the variable from the model.