Section 6.1
6.1.1 Rigid Transformations
6.1.2 Rigid Transformations on a Coordinate Graph
6.1.3 Describing Transformations
6.1.4 Using Rigid Transformations
Section 6.2
6.2.1 Multiplication and Dilation
6.2.2 Dilations and Similar Figures
6.2.3 Identifying Similar Shapes
6.2.4 Similar Figures and Transformations
6.2.5 Working With Corresponding Sides
6.2.6 Solving Problems Involving Similar Shapes
Chapter Closure
Section 7.1
7.1.1 Circle Graphs
7.1.2 Organizing Data in a Scatterplot
7.1.3 Identifying and Describing Association
Section 7.2
7.2.1 y = mx + b Revisited
7.2.2 Slope
7.2.3 Slope in Different Representations
7.2.4 More About Slope
7.2.5 Proportional Equations
Section 7.3
7.3.1 Using Equations to Make Predictions
7.3.2 Describing Association Fully
7.3.3 Association Between Categorical Variables
Chapter Closure
Section 8.1
8.1.1 Patterns of Growth in Tables and Graphs
8.1.2 Compound Interest
8.1.3 Linear and Exponential Growth
Section 8.2
8.2.1 Exponents and Scientific Notation
8.2.2 Exponent Rules
8.2.3 Negative Exponents
8.2.4 Operations with Scientific Notation
Section 8.3
8.3.1 Functions in Graphs and Tables
Chapter Closure
Section 9.1
9.1.1 Parallel Line Angle Pair Relationships
9.1.2 Finding Unknown Angles in Triangles
9.1.3 Exterior Angles in Triangles
9.1.4 AA Triangle Similarity
Section 9.2
9.2.1 Side Lengths and Triangles
9.2.2 Pythagorean Theorem
9.2.3 Understanding Square Root
9.2.4 Real Numbers
9.2.5 Applications of the Pythagorean Theorem
9.2.6 Pythagorean Theorem in Three Dimensions
9.2.7 Pythagorean Theorem Proofs
Chapter Closure
Section 10.1
10.1.1 Cube Roots
10.1.2 Surface Area and Volume of a Cylinder
10.1.3 Volumes of Cones and Pyramids
10.1.4 Volume of a Sphere
10.1.5 Applications of Volume
Chapter Closure
10.2.1 Indirect Measurement
10.2.2 Finding Unknowns
10.2.3 Analyzing Data to Identify a Trend
1. Operations with Signed Fractions and Decimals
2. Evaluating Expressions and Using Order of Operations
3. Unit Rates and Proportions
4. Area and Perimeter of Circles and Composite Figures
5. Solving Equations
6. Multiple Representations of Linear Equations
7. Solving Equations with Fractions and Decimals (Fraction Busters)
8. Transformations
9. Scatterplots and Association
Section 12.1
12.1.1 Sampling Distribution of the Slope of the Regression Line
12.1.2 Inference for the Slope of the Regression Line
Section 12.2
12.2.1 Transforming Data to Achieve Linearity
12.2.2 Using Logarithms to Achieve Linearity
Section 13.1
13.1.1 Modeling With the Chi-Squared Distribution
13.1.2 Introducing the F-Distribution
Section 13.2
13.2.1 One-Way ANOVA
Section 13.3
13.3.1 Sign Test: Introduction to Nonparametric Inference
13.3.2 Mood’s Median Test
Section 6.1
6.1.1 Comparing Expressions
6.1.2 Comparing Quantities with Variables
6.1.3 One Variable Inequalities
6.1.4 Solving One Variable Inequalities
Section 6.2
6.2.1 Solving Equations
6.2.2 Checking Solutions and the Distributive Property
6.2.3 Solving Equations and Recording Work
6.2.4 Using a Table to Write Equations from Word Problems
6.2.5 Writing and Solving Equations
6.2.6 Cases with Infinite or No Solutions
6.2.7 Choosing a Solving Strategy
Chapter Closure
Section 7.1
7.1.1 Distance, Rate, and Time
7.1.2 Scaling Quantities
7.1.3 Solving Problems Involving Percents
7.1.4 Equations with Fraction and Decimal Coefficients
7.1.5 Creating Integer Coefficients
7.1.6 Creating Integer Coefficients Efficiently
7.1.7 Percent Increase and Decrease
7.1.8 Simple Interest
Section 7.2
7.2.1 Finding Missing Information in Proportional Relationships
7.2.2 Solving Proportions
Chapter Closure
Section 8.1
8.1.1 Measurement Precision
8.1.2 Comparing Distributions
Section 8.2
8.2.1 Representative Samples
8.2.2 Inference from Random Samples
Section 8.3
8.3.1 Introduction to Angles
8.3.2 Classifying Angles
8.3.3 Constructing Shapes
8.3.4 Building Triangles
Chapter Closure
Section 9.1
9.1.1 Circumference, Diameter, and Pi
9.1.2 Area of Circles
9.1.3 Area of Composite Shapes
Section 9.2
9.2.1 Surface Area and Volume
9.2.2 Cross Sections
9.2.3 Volume of a Prism
9.2.4 Volume of Non-Rectangular Prisms
Chapter Closure
Section 9.3
9.3.1 Volume and Scaling
9.3.2 Using Multiple Math Ideas to Create an Interior Design
9.3.3 Applying Ratios
Checkpoint 1: Area and Perimeter of Polygons
Checkpoint 2: Multiple Representations of Portions
Checkpoint 3: Multiplying Fractions and Decimals
Checkpoint 5: Order of Operations
Checkpoint 6: Writing and Evaluating Algebraic Expressions
Checkpoint 7A: Simplifying Expressions
Checkpoint 7B: Displays of Data: Histograms and Box Plots
Checkpoint 8: Solving Multi-Step Equations
Checkpoint 9: Unit Rates and Proportions
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.
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.
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.
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.
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.