Bringing You Math PD In Your PJ’s!!!

The Build Math Minds Virtual Summit!

For PreK-5th Grade Educators


July 31st – August 2, 2017

This online event is FREE

Register below to hold your spot


The Build Math Minds Virtual Summit is an online elementary math conference that you attend in the comfort of your home. 

“PD in your PJs!!!”

I’ve attended and presented at conferences across the US & in Canada since 2001.  As much as I LOVE going to them, there are challenges to attending them. The cost to attend those conferences isn’t just the registration fee. Most of the cost comes from the travel expenses. Plus, there is the underlying cost of leaving your family and/or your students to go to the conference.

Many of us just can’t do it because of those limitations. 

So, I’ve pulled together 27 of my favorite presenters and got them to agree to do a virtual session for all of us. 

These presenters are the ones I look for first in the program book at any conference I attend, to ensure I get to their sessions. I can’t wait for you to see their presentations from the comfort of your home or the beach, or while at the park watching on your phone while the kiddos play.   I hope you enjoy them! 

Ready to reserve your virtual seat?

Need to pay with a purchase order?  CLICK HERE to fill out the order form

Meet the Virtual Summit Speakers

Angela Watson



Do Fewer Things, Better: How to Innovate with Intentionality

Do you feel like you’re always working and yet you’re never done (and are never doing enough)? In this keynote session, Angela shares simple mindset shifts that will empower you to give yourself permission to do fewer things, better. Learn 5 questions to ask yourself when deciding what to add, streamline, or eliminate to create more space in your day for innovative teaching strategies.

Dan Meyer


Beyond Relevance & Real World: Stronger Strategies for Student Engagement

Highlighting relevance and connections to the real world are often seen as the most effective strategies for engaging students in difficult mathematics, but both strategies are limited and can fail in crucial ways. We’ll add strategies to our repertoire, looking at research-based methods for “turning up the dial” and “creating constructive controversy” instead.

Pamela Harris



Building Powerful Numeracy

What does it mean to build powerful numeracy? How can we build powerful numeracy in ourselves and our students? Why do we want to? Just for fun or does it lead to success in higher math? In this session, we’ll discuss a progression from counting strategies to additive thinking to multiplicative thinking. We’ll look at how the traditional algorithms can actually work against us and what we can do about it.

Annie Fetter

@ MFAnnie


Noticing and Wondering as a Vehicle to Understanding the Problem

The practices of Noticing and Wondering can help all students generate mathematical ideas and make connections between them. Noticing and Wondering pave the way for the development of other problem solving strategies and support a classroom culture that gives every student a way to contribute mathematically and treats mathematics as a creative process.

DeAnn Huinker


Principles to Actions: Building a Teaching Framework with High-leverage Mathematics Teaching Practices

Envision the best mathematics lesson you ever taught. What aspects of your teaching made it so effective for student learning? The National Council of Teachers of Mathematics identified a set of eight high-leverage mathematics teaching practices in its publication, Principles to Action: Ensuring Mathematical Success for All. This session provides an overview of the teaching practices and shares some new NCTM resources to support strengthening your implementation of the teaching practices in mathematics classrooms.

Jessica Shumway


Planning Your Number Sense Routines: Responding to Students’ Learning Needs

Number sense is at the core of making meaning in mathematics. Learn about number sense routines that get your students interacting with number sense ideas every day. Jessica presents ideas and tips about how to plan routines with multiple access points and high ceilings to help you meet students at their math readiness levels.




Unleashing the Power of Games and Puzzles

Would you like to increase students’ conceptual understanding, fluency, and perseverance, while they have fun and develop productive dispositions about mathematics? As we explore games and puzzles, experience how question strategies, assessment, and management strategies can transform the use of games and puzzles in your classroom.

Graham Fletcher



Harnessing the Power of Modeling Tasks Through the Lens of the Fraction Progression

Why do we choose one task over another? There are many factors that teachers must take into account before, during, and after a task is taught but what drives our decision-making when selecting a task? The purposeful use and sequence of a modeling task can unlock what students know and inform our next move in the progression of learning.

Brian Bushart



Scaffolding Student Sense-Making with Numberless Word Problems

How can we develop conceptual understanding of the underlying structures of word problems to help students become proficient at solving them? Take out the numbers! In this session, I’ll share a simple yet effective instructional routine that scaffolds student understanding of word problem types and promotes sense making prior to computation.

Robert Kaplinsky



Digging Into Depth of Knowledge

Learn how to use rich math problems that will simultaneously challenge students looking for more rigor while remaining accessible to your students who are struggling. These problems, at multiple Depth of Knowledge (DOK) levels, begin with the same task and end with the same answer yet allow for multiple strategies. This helps facilitate classroom conversations about how the students’ methods relate to each other. Participants will complete math tasks, watch videos of students solving them, and leave with access to hundreds of free problems.

Nicki Newton




Math Running Records in Action

Math Running Records is an assessment system that is gaining momentum across the country and Canada. Running Records are the GPS of Fact Fluency. It is a system (much like literacy running records) to assess where students are and where they are going next. The premise of Math Running Records is that fluency is a 4 legged stool – accuracy, flexibility, efficiency and automaticity. For too long, speed has hijacked fluency, Math Running Records is a way to address this.





Cognitively Guided Instruction and Students with Disabilities 

Many special educators shy away from using Cognitively Guided Instruction (CGI) in their classrooms because teaching word problems is hard when students have language processing delays or they resort to teaching “keyword strategies.” However, CGI actually inherently utilizes many strengths of students with disabilities. This session will explore CGI through a strengths-based lens while integrating supports that keep the cognitive demand high, but accessible.

Christopher Danielson

@ Trianglemancsd


The New Basics: Arithmetic and Algebra with 21st Century Tools

It’s easy to get digital tools to drill students on their facts, at the very same time that they make fact memorization less valuable. What do students need to know about arithmetic and algebra, and how can digital tools support them learning it? This session provides some answers and classroom-ready examples.

Steve Wyborney



Using Animation to Promote Discourse

Animation is a powerful tool for promoting rich, in-depth, authentic mathematical discourse. In this presentation, Steve Wyborney provides many examples of animated scenarios and resources which have been utilized in classrooms around the world to promote discourse.

Cathery Yeh


Juicy Tasks to Nourish Students’ Mathematical Reasoning

Participants will learn the characteristics of what we refer to as “juicy tasks” that engage young mathematicians in making sense of profound mathematics, allow a range of reasoning strategies, and build on students’ daily experiences. We will discuss strategies for identifying and creating juicy tasks for teachers’ own classrooms.

Mike Flynn



Modeling with Mathematics: Mathematizing Student Experiences in the Primary Grades

What does is mean to model in mathematics in the primary grades? How do students mathematize the world when their own mathematical knowledge is just developing? In this session, we will explore this mathematical practice through a variety of primary tasks and classroom routines. We will also analyze videos of K–2 students engaged in this work.

Zachary Champagne



Talk Less, Listen More

It’s a simple, and very complex, idea that great teachers do and do well. Genuinely listening to students can yield incredible opportunities for teachers to not only connect with their students, but also increase the quality of teaching and learning happening in the classroom. We’ll consider the instructional opportunities that can enhance the opportunities for truly listening to our students and practice listening to students through what they say and what they do.

Christina Tondevold



3 Reasons Kids Still Count on Their Fingers and How to Help Them

Christina will help you to see how slowing down and focusing on particular number sense ideas will help your students become more flexible and fluent with their addition & subtraction facts. We will investigate the phases kids go through as they work towards fact fluency and why kids get stuck in the counting phase. You’ll also learn how the manipulatives you use can hinder (or help) kids’ ability to move through the phases and why you should stop teaching strategies like “doubles” and “make 10.”

Elham Kazemi & Allison Hintz



Intentional Talk: Planning & Leading Productive Mathematical Discussions

Not all mathematics discussions are alike. It’s one thing to ask students to share how they solved a problem, to get ideas out on the table so that their thinking becomes visible; but knowing what to do with students’ ideas—where to go with them—can be a daunting task. In this session, we think together about principles to support discussion, how to identify a discussion’s goal and how to structure and facilitate a conversation to meet that goal. Through vignettes, videos of classroom episodes, and planning templates (from both primary and upper elementary classrooms), we will explore open strategy share discussions and targeted discussions.

Margie Pearse


How to modify your teacher’s manual so that students are doing most of the thinking (Thanks, Annie Fetter, for the title!)

There can be a disconnect between the constraints forced upon elementary teachers when teaching math and what it really takes for students to develop good mathematical reasoning and number sense.

Many teachers feel the pressure of having to follow a teacher’s manual with fidelity. Some are even told to read from the script provided and keep all students on the same page at the same time across the grade.

There are ways you can still follow that teacher’s manual and deliver lessons that are engaging, thought-provoking and grounded in highly effective math pedagogy.

In this presentation, you will learn how to modify your teacher’s manual so that students do most of the thinking and the work.

Tracy Zager



Developing Risk Takers: Teaching Students to Give it a Go

Risk taking is an essential disposition of mathematicians, and a key component of a growth mindset. Students must leave their comfort zones to make conjectures, embrace challenges, persevere, and learn from mistakes. In this session, we will focus on instructional decisions and teaching moves that promote risk taking and teach mathematical courage. Participants will analyze discourse, student work, video, and written feedback from several classrooms, and begin adapting strategies for their own teaching contexts.

Debbie Diller



Making Math Workstations Work

Wondering how to make Math Workstations work in your classroom? Debbie is the author of Math Work Stations and will provide you with practical information about how to do math workstations in your classroom.

Jamie Duncan



Moving From Guesstimates to Estimates

We all want our kids to develop number sense, right?! Let’s try out some tasks that we can use to promote reasoning and number sense through estimation. You will leave with TONS of estimation tasks that you can begin using right away, and yes they are made for our primary students!!!

Joe Schwartz



Reduce, Reuse, Recycle: Making Productive Use Out of Classroom Games and Activities

Many of the classroom games and activities we employ are one-offs; we use them once or twice and they’re never seen again. With some very easy tweaks, these games and activities can be transformed to provide opportunities to explore multiple content and practice standards with a depth and richness to be experienced many times over.

Marialuisa Di Stefano

Beth MacDonald

Kristy Litster

The Interdependence of Language and Math: K-2 ELs Solving Inversion and Compensation Tasks

This presentation will discuss the effects of a mathematics intervention support on young English learners’ (ELs) abilities to operationalize number. In particular, we will discuss the relationship between language instruction and algebraic reasoning development.

Duane Habecker


MMMMM – Making Math More Meaningful with Models

Too often we push our students directly to abstract algorithms without first giving students the prerequisite experience with models such as empty number lines, number bonds, arrow method, area model, etc. Teachers will learn how to use these models to make math meaningful for their students thus increasing number sense and fluency.

Gregory Coleman



3 Must – Use Activities to build Numeracy using Number Lines

With all of the math routines out there, how can you figure out which to use? Join, Greg as he shares 3 activities that strengthen students’ number sense. Plus, learn tips for increasing student talk as you guide students to the next level of numeracy. Grade level geared toward- Kinder through 2nd grade

How Does this work?

Each presentation will be made available for viewing at the scheduled time and will remain available to everyone with a FREE PASS through August 7th. 

If you are not able to watch in that timeframe, or if you loved the sessions so much you want access afterward, purchase an ALL-ACCESS Pass and have access to all of the presentations and the full Build Math Minds PD Community.

Need to pay with a purchase order?  CLICK HERE to fill out the order form

ALL-ACCESS Pass IS Right For You If:

  • You are open and willing to change how to teach mathematics.
  • You are a PreK-5th-grade teacher, or homeschooling parent, looking to develop an understanding of the math you need to teach.
  • You are an elementary math coach looking to increase your knowledge of how children learn math so you can help the teachers you work with.
  • You want to come back and re-watch the amazing Virtual Summit presentations throughout the year.

ALL-ACCESS Pass Is NOT Right If:

    • You have a great support system in your school to help you implement the new math standards, best practices, and your school provides awesome math PD training.
    • You think we should go back to the ‘old way’ of teaching math.
    • You are a middle school teacher.
    • You are okay watching the Virtual Summit presentations only during the conference week and don’t want to re-watch them..

What’s Included in the Build Math Minds Community

Private Forums

Private Forums for answers to all of your questions

Monthly PD Videos

Monthly themed trainings and featured content

Message Central

A private message area where you can send messages directly to specific members

Content Calendar

Never miss a thing with a central location for what’s happening


Stay connected to members from your school, region or grade

Additional Content

We like to include extra content throughout the year beyond the normal monthly PD videos.

What You Get With The ALL-ACCESS Pass


Build Math Minds Community Enrollment

Inside the BMM Community, I focus on building Content, Community, and Your Confidence

Build Math Minds is designed to build your Content Knowledge, your Confidence in teaching math, and give you a Community of like-minded educators that understand what you are going through as you try to build math-thinkers, not calculators. 

Each month you will have 4 pieces of content:

  • A webinar/master class presented by a leading math education expert
  • A video helping you think about connecting math representations
  • A video explanation of content and/or practice standards
  • A task that you can try out in your classroom

BMM Virtual Summit Presentations Replays

The Virtual Math Summit is full of 27 AMAZING presentations. You may be able to watch them all during the week of the free access, but being able to come back and re-watch sessions later in the year is so beneficial.

Not only can you go and watch the videos any time, you can bring together your colleauges and watch the presentations. Imagine watching & discussing these presentations during your PLCs.

As a member, all of the presentation slides will be easily accessible with each video when you go back to re-watch them.

BMM Virtual Summit Handbook

The Virtual Math Summit presentations are FULL of so much good information. I strongly encourage you to take notes!

If you would like a comprehensive note taking handbook, this VMS Handbook is for you.

The VMS Handbook is a downloadable resource that you can print off or just use on your iPad while watching all of the sessions. It will help you focus in on the aspects of each presentation that are the most important and give you a spot to keep all your notes and thoughts from the entire conference in one place.

Grab your all-access pass

Need to pay with a purchase order?  CLICK HERE to fill out the order form

Frequently Asked Questions

What is the time commitment of the Virtual Summit?

The amount of time you spend at the Virtual Summit is up to you. There is the potential of watching 25.5 hours of presentations if you watch all 27 presentations.  The schedule is 8:30am-2:15pm each day (July 31-Aug 2), however some of the presentations are at the same time.  So, if you plan on attending just for the 3 days the sessions go live then you would watch 5 hours and 45 minutes each day.

What is the time commitment if I join the All-Access Pass?

The All-Access Pass allows you to watch the sessions during the summit, but the ones you can’t watch you can then watch anytime you want.  You also become a member of the Build Math Minds PD Community and the amount of time you spend as a part of the community is up to you. Each week the content that is released may range from taking just 5 minutes to watch on up to 1 hour.

You also have access to past webinars, free trainings, and the forum area. So, you could spend as much time as you want in the community!

Can I get a certificate of completion/PD hours for attending?

For the Virtual Summit, I cannot tell which sessions you attend and for how long, so there isn’t a way for me to give you a certificate of completion for PD hours.  However, I am working on a way for you to document how much time you spend and which sessions you watch.

Inside the BMM Community, we are currently developing a way to track the amount of time you spend watching PD videos so that you can receive hours and we will be offering university credits each semester for those hours.

Can I just buy one enrollment but share the videos with my staff?



Absolutely! If you are a math coach or teacher leader and plan to use the content during your PLCs or other collaboration times, you are welcome to show videos during that time.

However, if you want each teacher to be able to watch the trainings on their own time, whenever is convienent to them, AND for them to be able to track their hours and earn PD hours, then each person would need their own login. Your school can purchase bulk seats using this order form. 

Can my school pay monthly?


Most schools can’t purchase a monthly membership for you.  However, they may be able to purchase a full year’s access.

If for some reason your school will only do a 3 month or 6 month enrollment, just email us and we can see what we can work up.

What grade level is this for?

The content inside the community spans the grade bands from PreK through 5th grade. Some months may focus more on PreK-2nd, while other months might be more 3rd-5th, and other months might be general information that spans all the grade levels.

Either way, it is a fundamental belief of mine that we all should learn about content in grades above and below the grades we teach to help us understand where our kids are coming from and where they will be going.

Do you take purchase orders?

We take purchase orders when a school purchases a yearly enrollment. We don’t take purchase orders for monthly enrollments.

If your school wants to purchase a yearly enrollment, fax or email us this order form. Make sure to talk with other teachers at your school, as there are bulk discounts available on the form.

Can I become a member later?


Enrollment closes August 10 and I only open enrollment for the Build Math Minds Community a few times a year.  So, if you don’t enroll now you can wait to enroll when it opens back up.

Will the price go up?


When you enroll, your membership is locked in at that rate as long as you stay a member. As more content gets added into the community, the price of the membership will most likely go up for new members. But, your price will never go up while you are enrolled in the community.

Why is there a recurring fee and not a one-time fee?

Some communities are a one-time fee to join and you get access to everything they have, forever. But all you get is the stuff that they have already created and they aren’t adding anything new.

In this membership community, I continually add new content each month. There are trainings that are in there already and you have access to right away, but there will always be new content being created and added.

What's the difference between this paid community and the Free Facebook group?

The free Build Math Minds Facebook group is a place I post links to activities and other math education people that I love. Basically, I’m sharing WHAT things you should be doing in your classroom. But, I don’t do any trainings in that group.

So, to me the biggest difference is that in the paid BMM community you get professional development video trainings from me that help you understand the WHY behind the math, the standards, and the activities, not just WHAT you need to be teaching.

If you need to pay with a Purchase Order or have a large group of teachers wanting to enroll, you can access the enrollment form HERE and submit your purchase order.

Questions?  Please contact me here.

Hi!  I’m Christina Tondevold

a.k.a. The Recovering Traditionalist & Build Math Minds Facilitator

4 Quick Facts About Me

1.  I have 4 wonderful children and I thank the Lord that he changed the way I thought about mathematics before they arrived in my life so that I could provide math experiences for them, instead of math flash cards.

2.  I call myself a Recovering Traditionalist. I was a very traditional learner and teacher…give me an algorithm and I could solve it…give me any mental math or story problems and I would start sweating.

3.  I belive in the power of a postitive and growth mindset (for ourselves and our kiddos). Failure is often how we learn our best lessons…yet we try too hard to not let our students fail in class. Feeding them step-by-step directions on how to solve mathematics problems is NOT truly mathematics.

4.  My mother was my junior high English teacher and she would probably have a heart attack if she ever ready anything I put out…well, except for the first book I published (she was my editor). I do not take the time to be grammatically correct and nothin is ever prefect {I would rather spend my time with my kids than ensure I wrote a complete sentence. 😉

You May Have Seen Me Speak At One Of These Conferences


Want To Join Me Inside The Build Math Minds Community?

Need to pay with a purchse order?  CLICK HERE to fill out the order form

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