CHOOSE CPM MATHEMATICS
- 6-8 Middle School Inspiring Connections
- 6-8 Middle School Core Connections
- 9-12 High School Core Connections
- 4th Year High School Courses
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Student Centered
Problem Based
Research Supported
Connected Knowledge
High-Quality Resources
Student Centered
- Students work in study teams of 2-4 which provide for
- student discourse and sharing of ideas.
- students to take risks, question, and refine their ideas.
- Teaching strategies support effective study teams.
Problem Based
- Problems are engaging, non-routine, thought-provoking tasks.
- Embedded questioning allows students to construct their knowledge.
- Teamwork creates safe productive struggle on challenging problems.
- Students make sense of the mathematics they are learning.
Research Supported
- Curricula grounded in an extensive and growing research base.
- Research supports CPM’s Three Pillars:
- Collaboration Summary & Full Report
- Problem-Based Learning Summary & Full Report
- Mixed Spaced Practice Summary & Full Report
Connected Knowledge
- Students explore the connections within math.
- Topics are interleaved throughout the course.
- Mixed, spaced practice keeps topics fresh in students’ minds.
- Practice illuminates connections throughout the year.
High-Quality Resources
- eTools for exploration
- Virtual Homework Help
- Parent Guides
- Lesson Mathcasts for teachers
- Noteworthy professional learning
Want to learn more?
Algebra Tiles Session
Used throughout CPM middle and high school courses
Concrete, geometric representation of algebraic concepts.
Two-hour virtual session,
Learn how students build their conceptual understanding of simplifying algebraic expressions
Solving equations using these tools.
Determining perimeter,
Combining like terms,
Comparing expressions,
Solving equations
Use an area model to multiply polynomials,
Factor quadratics and other polynomials, and
Complete the square.
Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..
This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.
Page 2 of theProfessional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.
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The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.
InBuilding on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my ownmath identityand cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how theirmath identityand mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the5 Practicesfor Orchestrating Meaningful Mathematical Discussions and curatestrategiesfor supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.
InBuilding on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle ofmastery over timeas well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will developstrategiesto monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.
InBuilding on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supportingproductive struggle, andfacilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the EffectiveMathematics Teaching Practicesincorporated through intentional and reflective planning.
