Baltimore Math Conference

Greg Tang's 4th Annual Baltimore Math Conference will be held August 3-4, 2020 in Baltimore, MD. We will have three specially-designed learning tracks for K-2, 3-5 and 6-8 teachers.

Do you have students who struggle with math facts or lack number sense? Do you have advanced learners who need to be challenged? Do you have students in the middle who are capable of so much more? If you are ready to take your teaching and students to the next level, then join us for Greg Tang’s 2020 Baltimore Math Conference!

The theme for our conference this year is Back To Basics. Can less ever be more? Can focusing on a few, key concepts and strategies at each grade level be helpful to students of all abilities and especially those who struggle? Is mastering fundamental skills the secret to learning and mastering more advanced, higher level skills later?

For this year’s Baltimore Math Conference, Greg has designed a curriculum that consists of core workshops plus electives. No hit-or-miss sessions here, our speakers will cover fundamental concepts in depth during our core sessions, then apply them in creative and compelling ways in our elective sessions.

Since a curriculum is only as good as the teachers who teach it, Greg has assembled a team of the most well-respected and highly-regarded math educators in the U.S. today. Together, they have sold more than a million books, and pioneered some of the most effective teaching methods used in classrooms around the world.

Our speakers will make sense of the most important concepts and strategies at each grade level, share daily routines and activities that build foundational skills and fill gaps in understanding, and explore teaching methods that develop the higher-order thinking skills kids need to excel in math and in life.


Yeap Ban Har

Marian Small

Greg Tang Sr

James Tanton

Greg Tang Jr
WHAT MAKES OUR MATH INSTITUTES SO DIFFERENT?

First, we offer carefully coordinated workshops that provide a deeper, more connected understanding of mathematics. The strategies and teaching techniques we teach have been pioneered by our speakers and tested in classrooms across the world.

Unlike many conferences that offer a hodgepodge of sessions and topics, Greg’s carefully crafted curriculum targets the most important strategies, skills and standards. Attendees gain a deeper understanding of both effective teaching methods and important mathematical content.

Second, our speakers have been selected because they are master communicators who can articulate their thoughts and ideas clearly and concisely. Each is a proven orator and author, and together they have trained thousands of teachers and sold millions of books.

Every speaker is friendly, approachable and exceptionally gracious too. Our goal is a collegial atmosphere that encourages questions, dialogue and meaningful interactions. We want this to be the best two days of learning you have ever experienced!

Third, unlike large conferences with huge budgets for marketing, we put all of our time, energy, and resources into our speakers and curriculum. We provide 12 hours of world-class math instruction in 2 days. We are excited and ready to work with you!


Register

The cost of our two-day institute is $697, and that includes coffee and danish each morning and lunch at noon. Register by May 31st to receive a $52 discount, early-bird price of only $645 per person!

We also have a special student discount for pre-service teachers. Please contact us at: contact@tangmath.com for more information or questions.

Our goal is to make this the most worthwhile two days of learning you have ever experienced. We hope you will help us spread the word by sharing our link with your friends and colleagues: https://gregtangmath.com/baltimoremath.

Click here to register now!

Presenters

Greg Tang has done over 4,000 workshops, conferences and school visits in the past 19 years. He is the NY Times best-selling author of The Grapes of Math, gold medal-winning eBook Math Appeal, and 6 other books from Scholastic. His website GregTangMath.com has over 93 million page views to date and is a cornerstone of school math programs across the country.
Dr. Yeap Ban Har is considered by many to be the foremost expert on Singapore Math. For over 10 years he taught at the National Institute of Education in Singapore. Currently, Ban Har is the Director of Curriculum and Professional Development at Pathlight School, an autism-oriented school in Singapore. He is also the author of Think Mathematics.
Dr. Marian Small is former Dean of Education at University of New Brunswick in Canada. She is an author of many K-12 books including Good Questions: A Great Way to Differentiate Math Instruction and Understanding the Math We Teach & How to Teach It. Marian keynotes math conferences around the world and her focus is on teacher questioning to get at the important math, to include and extend all students, and to focus on critical thinking and creativity.
James Tanton is an author, consultant, and ambassador for the Mathematical Association of America in Washington D.C., currently serving as their Mathematician-at-Large. He has taught mathematics both at university and high school. James is absolutely committed to promoting effective and joyful mathematics thinking, learning, and doing at all levels of the education spectrum.
Greg Tang Jr. leads more than 200 onsite teacher workshops, student enrichment sessions, and family math nights each year. He is the creator of Tangy Tuesday™ and Wordy Wednesday™ puzzles, and inventor of the popular math game Tenframe Mania™. He is a master game developer, programmer, and favorite among teachers, students, and math coaches.

Schedule

(Click here for printable schedule)

Sessions

AUGUST 3

AUGUST 4

Keynote

Lesson Design, Keynote All Grades
Yeap Ban Har

What learning experiences must math lessons include? What learning theories mold lesson design? What are the guiding questions in lesson design? What knowledge should teachers bring with them in designing effective math lessons? In this keynote lecture, we will look at lesson design from the perspective of a teacher.

K-2 Sessions

Addition – Grades K-2
Marian Small

How Do I Effectively Teach the Principles of Addition to Build Fact Fluency and Good Estimation Skills?

We will explore the properties and principles of addition that students need to use and make sense of in order to be fact fluent and be able to reasonably estimate sums involving numbers more than one digit. All of the properties and principles we will explore (e.g. the commutative property, adding 1, the associative property, etc.) relate to how knowing one answer helps you with others and that will be our focus.

For example, if you know that 7 + 3 = 10, why and how do you automatically know 7 + 4 = 11, 10 – 3 = 7, 7 + 8 = 10 + 5, etc.?

A Visual Approach to Word Problems – Grades K-2
Greg Tang Jr

Do your students struggle with word problems? Do they guess at operations based on key words? Do they think the bigger number in a problem is always “the whole?” Do you find yourself repeatedly asking kids to read the entire problem and to try to make sense of the story?

Join us as we use part-whole models and tape diagrams (bar models) to make sense of all 15 types of addition and subtraction word problems. We will put problem types in a sensible order, and build skills systematically so kids naturally learn to solve more challenging start unknown problems, comparison problems, and two-step problems.

To develop our kids' conceptual understanding, we will explore numberless problems, questionless problems, problems with errors, and rigorous problems that require greater reasoning skills, not more arithmetic. We’ll see how word problems can be a powerful tool for developing mathematical thinking.

3-5 Sessions

A Visual Approach to Word Problems – Grades 3-5
Greg Tang Jr

Do your students struggle with word problems? Do they guess at operations based on key words? When they read “3 times as many” do they multiply whatever number they see by 3? When they read “1/2 as many” do they automatically divide a number by 2? Do you find yourself repeatedly asking them to read carefully and try to make sense of the story?

Join us as we use tape diagrams (bar models) to visualize and model challenging, multistep addition and subtraction word problems with whole numbers, fractions, and decimals. We will then apply them more generally to solve multiplication and division problems with remainders, and multiplicative comparison problems with both whole numbers and fractions.

Throughout the session, we will solve problems in a strategic order as we build skills systematically and sensibly. You will come away with a better understanding of the many types of multiplication and division word problems, how to model and teach them more effectively, and how to develop the proportional reasoning skills kids need for higher math.

Multiplication – Grades 3-5
Marian Small

How Do I Effectively Teach the Principles of Multiplication to Build Fact Fluency and Good Estimation Skills?

We will explore the properties and principles of multiplication that students need to use and make sense of in order to be fact fluent and be able to reasonably estimate products involving numbers more than one digit. All of the properties and principles we will explore(e.g. the distributive property, the associative property, doubling and halving, etc.) relate to realizing how knowing one answer helps you with others.

For example, if you know that 4 x 6 = 24, why and how do you automatically know 5 x 6 = 30, 4 x 7 = 28, 8 x 6 – 48, 2 x 12 = 24, etc.?

Fraction Foundations – Grades 3-5
Greg Tang Sr

The goal of this session is to model the teaching of fractions in a way that gives kids a deeper, more connected understanding of numerators, denominators, fraction notation, unit fractions, proper fractions, improper fractions, and mixed numbers.

To represent fractions, we will use a progression of concrete, pictorial, and abstract models, including Cuisenaire Rods, folding paper, tape diagrams, number lines, and eventually, formal fraction notation.

Join us as we build the strong foundational understanding that allows kids to transition from whole numbers to fractions and decimals. We will use concrete experiences, common sense thinking, and cleverly constructed teaching materials to reason about and make sense of fractions.

Differentiation – Grades 3-5 (elective)
Yeap Ban Har

This session is about using a single anchor task to cater to a range of students. Come experience teaching moves that can support struggling learners and challenge advanced ones.

6-8 Sessions

Exp & Equations – Grades 6-8
Yeap Ban Har

Let’s explore how the learning of algebraic thinking can be made accessible to all learners and how the solving of equations can be used to develop thinking, not just the ability to execute procedures.

Ratios, Unit Rates & Proportional Reasoning – Grades 6-8
Greg Tang Sr

Proportional reasoning is the heart of middle school math and one of the most important skills kids need to have. Join us as we explore a natural and intuitive way of developing this key skill by solving a progression of multiplicative comparison problems. We will first model them concretely, then pictorially, and finally abstractly.

Can multiplication and division be taught as proportional thinking? Can visual models help kids think proportionally about fractions, decimals, ratios, and unit rates? Can students learn to use proportional reasoning to make sense of linear equations and solve challenging word problems?

Our carefully constructed progression of problems connect multiplication, division, fractions, ratios, and unit rates, while laying the groundwork for slope. We will use visual models to help students see and understand proportional relationships – including tape diagrams, double-sided number lines, and tables. Where do algebraic equations fit in? After students have already learned to think proportionally. Ratios and unit rates will never be the same!

Electives

Measurement – Grades K-5
Yeap Ban Har

Using length and area as case studies, we will look at the essence of all measurement topics and the types of competencies that measurements topics can help students develop.

Math Centers – Grades K-5
Greg Tang Jr

Can math centers be an effective way to reinforce key skills, fill gaps in knowledge, provide thoughtful repetition and practice, and make learning more personal for kids of all abilities? Yes – provided that the activities are well-designed, carefully-thought out, and target key skills, strategies and standards in a systematic and sensible way.

In this session, we will explore what makes a math center effective. Does it develop reasoning or computational skills, or both? If it’s a group activity, does it encourage cooperation or competition? Can it be used for independent practice? If so, is the activity self-checking or does the teacher have to key an eye out to make sure students are not practicing mistakes? Does the activity have high “math density” or is a lot of time spent on non-math activities?

Join us as we play 5 engaging and educating math games, and solve 5 amazingly addictive math puzzles. Our card games, board games, digital games, and puzzles develop key reasoning and computational skills at each grade level and encourage the mindset and perseverance kids need as they grow older. Should every second of math class be filled with joy? No, but every second playing our games will be!

Rigor, Reasoning, and Results! – Grades K-5
Greg Tang Sr

Are your students getting a steady diet of reasoning-rich problems? Are they mastering part-whole relationships and making the transition from additive to multiplicative thinking? Are they mastering area models, number bonds, tape diagrams, and other important visual tools?

In this session, we will model and solve clever, “puzzly" problems that develop logical thinking and reasoning skills and are great for math talks, math centers, and independent practice. We will use numberless and questionless problems, challenging fill-in-the-blank problems, and “More or Less” problems that incorporate tables, pictographs, and line plots.

Rigorous problems enrich the learning of all students. Their success depends on the tools we teach, the scaffolds we supply, and the encouragement we give. Join us and see why rigor plus reasoning equals results!

Ratio & Percent – Grades 6-8
Marian Small

What are the Important Ideas When Working with Ratio and Percent and How do I Bring Them Out?

The focus of the session will be on helping students interpret what ratios and percents mean so students can effectively make sense of and estimate solutions to problems involving ratio and percent.

    For example, we want students to be able to answer:
  • 150% of ____ is more than 100% of ____.
  • 80% of ____ is a little less than 40% of _____.
  • If I only pay 25% of a price that was already reduced by 50%,
    then I am only paying ____% of the original price.

AUGUST 3

AUGUST 4

Keynote

Exploding Dots – Keynote All Grades
James Tanton

Two and a half years ago an ongoing global phenomenon in mathematics education and outreach commenced. Thousands of math teachers, club organizers, outreach leaders, parents and math enthusiasts from over 150 different countries and territories opened their classroom doors to students or sat at their kitchen tables with their children and engaged in a common, joyous piece of school-relevant mathematics. In Saudi Arabia, pony-tailed girls played with colored magnetic discs stuck to a metal wall. In Australia, high-school students drew illustrations on white boards and students in Tanzania did the same on chalk boards. In Zimbabwe, students made hollows in the ground and excitedly pushed pebbles back and forth between the holes. And in Serbia, middle-school students played with dots in boxes on their laptops though an online app.

All was volunteer, all was grassroots, and all was propelled by our beautiful community of teachers across the globe simply wanting to share joyous, meaningful, connected, and genuine mathematics with their wonderful students. This community has reached over 6 million students solely through maths. What kind of classroom-relevant mathematics has the power to enthrall students across the entire planet, transcending language, borders, and technology? And what flames were lit to first propel this mathematics across the globe?

Allow me to introduce you the “mind blowing” mathematics of Exploding Dots.

K-2 Sessions

Geometry – Grades K-2
Yeap Ban Har

What’s the essence of geometry at elementary levels? Ban Har will address how geometry topics can develop visualization, a key ability in doing mathematics and some teaching tools to enhance visualization.

Subtraction is NOT just about take-away – Grades K-2
Marian Small

Although the take-away meaning of subtraction remains important, it is only one of the meanings we want students to relate to subtraction and we need to make sure that we do not overemphasize subtraction as take-away.

Students need to learn how to both model and figure out why, e.g. 30 – 18 also asks how much more 30 is than 18 or how much to add to 18 to get 30. Students need to see that regrouping problems are not always harder: For example, 20 – 19 might actually be easier than 28 – 15 for lots of students.

We will explore interesting problems involving subtraction that K-2 students can handle.

    For example:
  • Is it possible to subtract a number and end up with the number you subtracted? How does that happen?
  • What would you subtract to have only 10 left (or only 1 left)?
  • When you subtract a 2-digit number from a 2-digit number, how many digits could your answer have?
  • is it possible to subtract a number and end up with EXACTLY 10 less than if you had added the number instead? How does that happen?

3-5 Sessions

Division – Grades 3-5
Marian Small

How Do I Effectively Teach the Principles of Division to Build Estimation and Calculation Skills?

We will explore helping students to use the relationship between multiplication and division to divide.

We will also explore the properties and principles of division that students need to use and make sense of in order to reasonably estimate and calculate quotients. All of the properties and principles we will discuss relate to realizing how knowing one answer helps you figure out others and that will be our focus. For example, if you know that 10 ÷ 2 = 5, why do you also automatically know that 12 ÷ 2 = 6, that 20 ÷ 4 = 5, and that 10 ÷ 4 = 2 ½?

Geometry – Grades 3-5
Yeap Ban Har

What’s the essence of geometry at elementary levels? Ban Har will address how geometry topics can develop visualization, a key ability in doing mathematics and some teaching tools to enhance visualization.

Fraction Operations – Grades 3-5 (elective)
Greg Tang Sr

The goal of this session is to teach fractions in a way that gives kids a deeper, more connected understanding of fraction fundamentals including names and notation, equivalence, comparison and basic computation.

We will use Cuisenaire Rods to model unit fractions, proper and improper fractions, and mixed numbers. We will use tape diagrams, number lines, and reasoning strategies to compare and find equivalent fractions. And we will use area models and tape diagrams to make sense of basic computations and derive standard algorithms for fractions.

The Power of Place Value – Grades 3-5 (elective)
Greg Tang Sr

Place value might be the most important concept kids do not understand well. Yet understanding our number system is the key to having good number sense and being computationally fluent with numbers both large and small.

In this session, we will help students understand this critical concept by using a proven progression of concrete, pictorial and abstract (CPA) models to first model and make sense of place value, then make sense of both partials and standard algorithms, rounding, and decimals.

We will use a 3-part lesson structure to explore, consolidate, and apply key place value concepts. Join us and experience firsthand the power of discovery for make learning more exciting, more empowering, and more effective. Place value will never be the same!

Do Irrational Numbers Actually Exist? – Grades 6-8
James Tanton

A middle-school standard asks students to “know that there are numbers that are not rational.” How, exactly, are they meant to “know” this? We can certainly tell students that numbers such as the square root of five and pi are irrational, but is being told the same as knowing?

In this workshop let’s explore rational numbers, their decimal expansions, and what makes them rational, and then come to write down examples of numbers we will each then personally know, for sure, are irrational. (And your students will be able to do the same.)

Questions Explored: How do you convert a fraction to a decimal with ease? How do we recognize rational numbers? Can we write down many examples of irrational numbers? (And, by the way, is there a nice way to demonstrate that the square root of two is actually irrational?)

Area Models – Grades 6-8
James Tanton

Can we really have negative area and negative side lengths?

The area model provides a terrific means to illustrate the base-ten arithmetic of long multiplication and its reverse, division, and serves as a beautiful segue into beginning work in algebra: multiplying, dividing, and factoring binomials, trinomials, and the like. But in algebra, the value of x can be positive or negative and we’re using a model that seems to only allow positive quantities. Matters are worse … middle school students are often shown an area-model argument to justify why negative times negative is positive.

What’s going on? Can one have negative areas and negative side lengths in an area-model picture?

Let’s together make sense of the area model once and for all! What are we really assuming is true about it and why would we choose to accept such beliefs? Should we be explicit about this “haziness” with our students, or continue to be secret about it, or should we reject the area model entirely?

Questions Explored: Does the area model actually make sense? Is there a right context for it? What good is it doing in helping students transition from base-ten arithmetic to base-x algebra thinking?

Electives

Enrichment – Grades K-5
Yeap Ban Har

Learn how to turn a learning task to meet the demands of advanced learners. Learn how enrichment can be made available to all learners, not just advanced learners.

Instruction & Intervention – Grades K-5
Greg Tang Sr

Do you have students who struggle with their basic addition or multiplication facts? Have poor number sense? Have trouble understanding place value, regrouping, and rounding? Are easily confused by procedures and algorithms for both whole numbers and fractions?

Join us as we take a “less is more” approach to teaching critical concepts and skills. We will explore proven progressions of concrete, pictorial, and abstract models (C-P-A) that give kids a deeper, more connected understanding of number and operations.

We will also address perhaps the biggest challenge we face when doing intervention. How do we help students with their current grade level understanding and skills when it is clear they are 1, 2, or even 3 years behind? Is it possible to teach current skills while at the same time filling in pre-requisite skills and gaps in knowledge? Join us and see why the surprising answer is “yes!”

Assessing Understanding – Grades 3-8
Marian Small

How Do You Know if They Understood?

Just because a student can get an answer right, does not really mean she or he understood. So how do we ask questions that really do assess understanding?

We will consider many examples at each grade level 3 to 8 and contrast them with questions that just show a student could do something.

    For example, compare these two questions:
  • How much is 22 x 23? vs.
  • How do you know that 22 x 23 must be close to 500 without getting the answer?
    OR
  • What is 5/8 x 2/3? vs.
  • How do you know that 5/8 x 2/3 is more than 1/3, but not a lot more, without getting the answer?

We will discuss a few strategies that almost always work, e.g.
Show me why ____ is more than ____ WITHOUT getting the answers.
Draw me a picture to show why ______.

Pushing Pencils – Grades 3-8
James Tanton

Do the interior angles of a triangle have measures summing to 180 degrees?

Let’s examine a standard school mathematics topic – exploring the measures of angles in polygons – and use it as a platform for promoting powerful processing and questioning, meta-cognition, and sense-making. In this content-saturated 21st century, teaching can no longer primarily be about the transmission of content. The powerful work of middle school mathematics is to help students begin to transition from the literal thinking of content mastery to the meta-work of using content as a means for exploring thinking. So, let’s have some fun doing some surprising deep thinking inspired by the seemingly straightforward!

Questions Explored: What is an angle? Who chose the number 360 for the count of degrees in a circle? Do the angles in a triangle sum to 180 degrees? How do we know? What are the mathematical consequences of this assertion?

AUGUST 3

AUGUST 4

Hotel

Hotel Information Coming Soon. . .

Meals

To make sure everyone is caffeinated and on time for their workshops, we’ll provide coffee and danish from 7:30-8:00 each morning and a deli box lunch each day from 11:00-11:45. It’s all part of your registration fee, and we’re still less expensive than many conferences!

Why don’t other conferences supply breakfast and lunch like us? Because it’s expensive. But we believe it’s money well-spent as it allows us to compress our schedule and offer additional workshops each day. In addition, one of the important goals of our conference is to encourage camaraderie and collegiality and eating together is a great way to meet new people and get to know our friendly presenters.

We do not provide dinner, so grab a few of your newfound friends and head to one of Baltimore's culinary options.

Course Credit

Our 2-day workshops are eligible for 1 semester unit of college credit through Humboldt State University for an additional cost. These courses are offered primarily for elective or professional development purposes. The cost is $50 per semester credit.

For attending a Greg Tang math workshop you will also receive course completion certificate which will be emailed to you at the end of the institute.

If there are special requirements you or your state have for CEUs, please contact us at: contact@tangmath.com as soon as possible so we can attempt to accommodate you.

Frequently Asked Questions

Can I pay with a credit card?
Yes, we accept credit card payments on our website. After completing your registration information you will be taken to the payments page where you can complete your registration using your credit card. You will receive an email once your payment has been processed.

Can I register using a purchase order?
Of course! We know that many districts will only allow workshop registration using purchase orders. Once you complete your registration information, you will be taken to a page to complete your payment information. Your registration is not confirmed until you enter your purchase order information or complete purchase with credit card. If you do not have a PO # at the time of registration, enter "email" in the PO # field and send us an email at contact@tangmath.com to confirm your registration. You can email, fax or mail your PO to the information below. Payment is preferred prior to the event.

Do you have a paper registration form?
We accept registrations using this form, although we cannot guarantee space will be available at the time of receipt. To ensure your spot is saved for the workshop, you must first register online: registration link. If your school requires paper registration, you should still complete the online registration and save your spot by entering the purchase order number as "Paper".

When is my payment due?
Payments are due prior to the event. We can accept cash, check and all major credit cards on-site at the workshop if prior arrangements have been made.

Do you offer group discounts?
For the 2020 Summer Math Events we have decided to forgo the group discounts and offer Early Bird Registration instead. Register by March 31st to receive a $52 per person discount, or by May 31st for a $23 per person discount.

I am unable to attend. Can someone take my spot?
Yes, you can switch out attendees at any point leading up to the conference. Just send us a quick email to contact@tangmath.com with the name of the attendee who is unable to join, and the name, grade level, and email address of their replacement. In-case there are last minute changes, have the replacement let us know at check-in who they will be filling in for.

What happens if I have to cancel?
We understand there are times where you may be unable to attend a conference you have registered for. If cancellation is done more than 30-days from the event, we will refund your registration cost minus a $100 administration fee. We will waive the cancellation fee by holding the balance paid to a future workshop hosted by Creative Smarts, Inc. if requested.

There are no refunds for cancellations within 30-days of the event (no refunds for cancellations requested after July 7th).

Can I get an invoice for my registration?
When you complete your registration, an automatic confirmation email is sent to the email address listed as the payment contact. This email includes a link to download your invoice. Please check your junk/spam folder to see if this email was caught up there. If you are still unable to find the invoice, write to us at contact@tangmath.com with the primary registrant’s name and we will email you an invoice.

Are you a vendor for my district?
There is a good possibility we have been added as a vendor in your district for a previous workshop, if so we would be listed as "Tang Math LLC". If we are not listed as a vendor, we would be glad to provide you the information you need to have us added. Email us at contact@tangmath.com and we will send over the required tax form. Our contact information is listed below.

Do you offer college credit for this workshop?
We are still finalizing the details of college credit for the 2018 Math Institutes. The past two years we were able to offer 1 semester unit of college credit through Humboldt State University at the cost of $50 per unit. These courses are offered primarily for elective or professional development purposes.

What time is the conference?
The full daily schedule can be seen at the bottom of the sessions tab. We will plan to have onsite check-in available the night before the conference. Check-in on Monday, August 7th will start at 7:00 am. Further registration details will be provided nearer to the event.

May I record a session at the conference?
Audio or visual recording is not permitted at any workshop or seminar due to copyright/trademark issues.

What is your contact information?

Company name:Tang Math LLC
Mailing address:PO Box 777850
 Henderson, NV 89077
Email Address:contact@tangmath.com
Phone Number:858-244-0498
Fax Number:858-408-2986

Register

The cost of our two-day institute is $697, and that includes coffee and danish each morning and lunch at noon. Register by May 31st to receive a $52 discount, early-bird price of only $645 per person!

We also have a special student discount for pre-service teachers. Please contact us at: contact@tangmath.com for more information or questions.

Our goal is to make this the most worthwhile two days of learning you have ever experienced. We hope you will help us spread the word by sharing our link with your friends and colleagues: https://gregtangmath.com/baltimoremath.

Click here to register now!