In this interactive session, participants will engage in hands-on learning experiences that build conceptual understanding of fractions with blank fraction tiles and explore ways to transition students from manipulatives to visual representations, and connect those experiences to abstract mathematical symbols and procedures.
Director, K-12 Math & Science, Johnston County Pubic Schools
Leanne Daughtry is the Director of K-12 Math and Science Curriculum in Johnston County Public Schools. Over the course of her 27 years in education, she has been a second and fourth grade teacher, worked with the district’s AIG program, was an elementary math consultant at NCDPI... Read More →
K-5 Math Teaching and Learning Specialist, Johnston County Public Schools
Robin is a K-5 Math Teaching and Learning Specialist with Johnston County Public Schools, where she supports teachers with math professional development and curriculum implementation. She received her B.S. degree in elementary education from East Carolina University and M.Ed. fro... Read More →
Thursday November 5, 2026 10:00am - 11:00am EST Salem 1C
Participants will explore how the Concrete–Representational–Abstract (CRA) model builds conceptual understanding in mathematics. Through hands-on learning and collaboration, educators will experience how purposeful use of math tools, visual models, and strategies increases access, engagement, problem-solving, and equity while empowering all students to make sense of mathematics.
K-5 District Math Specialist, Cabarrus County Schools
Laurie Fazio is the Elementary District Math Specialist for Cabarrus County Schools in North Carolina, bringing over 30 years of experience in education to her role. Known for her passion for mathematics education, Laurie has made significant contributions as a presenter at the National... Read More →
Thursday November 5, 2026 11:10am - 12:10pm EST Salem 1C
When students struggle, our instinct is often to help. But what if that help is preventing the very reasoning we want to develop? Through engaging mathematical tasks and practical classroom strategies, participants will learn how to support student thinking, foster productive struggle, and build a culture where reasoning, discourse, and perseverance thrive.
Improving math outcomes takes a team. Join an administrator, math specialist, interventionist, and teacher as we share how collaboration drives student success. Participants will analyze student work, engage in PLC-style data discussions, explore intervention decisions, and collaborate on action steps while gaining practical tools and strategies they can implement immediately.
Designed for teachers who are familiar with the Building Thinking Classroom Framework, the session would be divided into two parts. Part 1 would identify challenges of BTC and discuss applications to support BTC in practice. Part 2 will provide a space for teachers to share strategies they have tried, both the success and failures, along with brainstorming new strategies to try.
Explore how Desmos can transform NC Math 1 and Math 3 instruction through engaging, student-centered lessons. Participants will experience ready-to-use activities that promote conceptual understanding, mathematical discourse, problem solving, and formative assessment while increasing student engagement and interaction.
Participants will explore place value through a hands-on base 5 lesson designed to mirror the experience of students learning mathematics for the first time. Through modeling, discourse, and problem solving, participants will reflect on productive struggle and examine concrete strategies, representations, and instructional routines that strengthen place value understanding in the base 10 system.
Using examples that connect into other disciplines -- such as sciences and history -- can help students think about mathematics in different ways, as well as provide low-floor/high-ceiling entry points for engagement. Using activities from my classes, attendees will participate in modeling and discussion that pulls in cross-curricular content.
This interactive session explores differences between place-naming (e.g., identifying the digit in the 'thousands place') and true place value undersatnding. Together we will consider ways to better assess students' understanding of the relationships between units within our number system. Attendees will leave with practical strategies and ready-to-use routines for the classroom.
Doctoral Candidate/Graduate Assistant, North Carolina State University
Tacey is a current doctoral candidate at NC State University. Her current research interests include instructional routines, number sense, and numerical magnitude.
Friday November 6, 2026 1:20pm - 2:20pm EST Salem 1C
