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High School Math Series
3 years of a 5-year sequence of college preparatory mathematics courses in english and spanish..
- Core Connections Algebra
- Core Connections Geometry
- Core Connections Algebra 2
- Core Connections Integrated I, II, III
Provide daily opportunities for students
Curriculum Resources
Study Teams
- Students work in teams of two or four
- Creates environment for student discussion, sharing of ideas, and articulate their thinking
- Provides security to allow students to take risks to refine their ideas, questions, and approaches
eTools for Exploration
- Activities to build conceptual understanding
- CPM proprietary tools, algebra tiles and integer tiles, and Integrated digital activities
Learning Logs
- Prompts students to reflect on their learning
- Students describe their understanding in their own words
- Provide closure to a lesson or clarification of a concept
Mixed Spaced Practice with Homework Help
- Provides students practice with past material
- Lays a foundation for future learning
- Multiple opportunities for students to revisit skills
- Homework help linked from eBook provides support for students’ emerging understanding of new topics
- Includes solved problems, hints to get started, and references to previously solved problems
Core ideas are synthesized in “Math Notes” boxes, placed purposefully, often falling one or more lessons after the initial introduction of a concept. This allows students time to explore and build conceptual understanding of an idea before they are presented with a formal definition, algorithm or summary of a mathematical concept.
Checkpoints
Checkpoints indicate to students where fluency with a skill should occur. Each checkpoint problem has the topic clearly labeled and the solution. Checkpoints also offer examples with detailed explanations, complete solution of the checkpoint problem, and more practice problems with answers included.
Parent Guide
- Alternative explanation of key ideas
- Additional practice problems
- Arranged by chapter and topic
- Includes a brief restatement of the idea, typical examples, practice problems, and the answers to those problems
Sample of Parent Guide (PDF)
Lesson Math Casts for Teachers
- Aide in preparing lessons
- Outlines the lesson problems
- Gives suggestions for facilitating the teams
Table of Contents
Cc algebra, cc geometry, and cc algebra 2, cc integrated i, ii and iii, correlations.
- CCSS Appendix A to Textbook CCA (PDF)
- CCA Text to CCSS Standards Traditional (PDF)
- Correlation CCA to CCSS Math Practices (PDF)
- Correlation of CCA to PARCC Model Framework (PDF)
CC Geometry
- Correlation of CCG to CCSS Appendix A (PDF)
- CCG Text to CCSS Standards Traditional (PDF)
- Correlation CCG to CCSS Math Practices (PDF)
- Correlation of CCG to PARCC Model Framework ( PDF)
CC Algebra 2
- CCSS Appendix A to Textbook CCA2 (PDF)
- CCA2 Text to CCSS Standards Traditional (PDF)
- Correlation CCA2 to CCSS Math Practices (PDF)
CC Integrated I
- Correlation of INT1 to CCSS Appendix A (PDF)
- Correlation INT1 to CCSS Math Practices (PDF)
- INT1 Text to CCSS Standards (PDF)
CC Integrated II
- Correlation of INT2 to CCSS Appendix A (PDF)
- Correlation INT2 to CCSS Math Practices (PDF)
- INT2 Text to CCSS Standards (PDF)
CC Integrated III
- Correlation of INT3 to CCSS Appendix A (PDF)
- Correlation of INT3 to CCSS Math Practices (PDF)
- INT3 Text to CCSS Standards (PDF)
CPM Educational Program
© 1989-2023 CPM EDUCATIONAL PROGRAM All rights reserved. CPM Educational Program is a 501(c)(3) educational nonprofit corporation.
Learning Log Sample
LEARNING LOG
Write a Learning Log entry to summarize what you learned today about the Giant One and its uses. Include examples of how the Giant One is used. Title this entry “The Giant One and Equivalent Fractions” and label it with today’s date.
Make a rectangle from any number of tiles. Your rectangle must contain at least one of each of the following tiles: x^2, y^2 , x, y and xy. Sketch your rectangle in your Learning Log and write its area as a product and as a sum. Explain how you know that the product and sum are equivalent. Title this entry “Area as a Product and as a Sum” and label it with today’s date.
Homework Help Sample
Sample Checkpoint
Checkpoint 6a problem 6-29, rewriting equations with more than one variable.
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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.., foundations for implementation.
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 the Professional 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.
Building on Instructional Practice Series
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.
Building on Equity
In Building 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 own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and 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 the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for 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.
Building on Assessment
In Building 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 of mastery over time as 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 develop strategies to 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.
Building on Discourse
In Building 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, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.
Core Connections Integrated III Correlations
Correlation of INT3 to CCSS Appendix A PDF
Correlation of INT3 to CCSS Math Practices PDF
INT3 Text to CCSS Standards PDF
Core Connections Integrated II
Correlation of INT2 to CCSS Appendix A PDF
Correlation INT2 to CCSS Math Practices PDF
INT2 Text to CCSS Standards PDF
Core Connections Integrated I Correlations
Correlation of INT1 to CCSS Appendix A PDF
Correlation INT1 to CCSS Math Practices PDF
INT1 Text to CCSS Standards PDF
Core Connections Algegra 2
CCSS Appendix A to Textbook CCA2 PDF
CCA2 Text to CCSS Standards Traditional PDF
Correlation CCA2 to CCSS Math Practices PDF
Core Connections Geometry Correlations
Correlation of CCG to CCSS Appendix A PDF
CCG Text to CCSS Standards Traditional PDF
Correlation CCG to CCSS Math Practices PDF
Correlation of CCG to PARCC Model Framework PDF
Core Connections Algebra Correlations
CCSS Appendix A to Textbook CCA PDF
CCA Text to CCSS Standards Traditional PDF
Correlation CCA to CCSS Math Practices PDF
Correlation of CCA to PARCC Model Framework PDF
Core Connections 3 Correlations
- Correlation CC3 to CCSS Grade 8 Standards PDF
- CC3 Text to CCSS Standards Grade 8 PDF
- Correlation CC3 to CCSS Math Practices PDF
Core Connections 2
- Correlation CC2 to CCSS Grade 7 Standards PDF
- CC2 Text to CCSS Standards Grade 7 PDF
- Correlation CC2 to CCSS Math Practices PDF
Core Connections 1
- Correlations CC1 to CCSS Grade 6 Standards PDF
- CC1 Text to CCSS Standards Grade 6 PDF
- Correlations CC1 to CCSS Math Practices PDF
IMAGES
VIDEO