opportunities

for students

eTools for Exploration

Mixed Spaced Practice with Homework Help

Skill Builders

Problem Generator

Checkpoints

Solutions Manual for Teachers

eTools for Exploration

- Activities to build conceptual understanding
- CPM proprietary tools, algebra tiles and integer tiles, and Integrated digital activities

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

Skill Builders

- Review of previous course skills
- Providing a solution to a problem in the book, explaining the concept, and giving more practice problems with answers included.

Problem Generator

- The
**CPM Statistics course**comes with access to a statistics problem generator that parallels the problems developed in each chapter. There are thousands of problem scenarios available and the data is uniquely generated for each one so it can serve as a nearly infinite source of review and test questions. The problem generator also supplies detailed solutions when prompted so your students can use it for additional practice and study. - The
**CPM JAVA course**comes with a bank of dynamically generated multiple choice questions parallels each chapter. These questions can assist students in learning computer science vocabulary and common Java implementations. The problems also help build the students’ confidence in answering multiple choice exam questions

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.

Solutions Manual for Teachers

More than just answers, many of the problems show step by step solutions and/or diagrams.

and

- Offered with additional AP® Supplements
- Meets standards for 4th year high school math course
- Well balanced among procedural fluency, deep conceptual understanding, strategic competence, and adaptive reasoning
- Design similar to CPM Core Connections courses.
- Introduction to calculus with functions, graphs, limits, area under a curve, and rates of change.
- Labs and hands-on activities introduce and connect concepts, with an emphasis on modeling.

Third Edition

- Content required for an AP® Calculus course
- Develops the big ideas of limits, derivatives, integrals and the Fundamental Theorem of Calculus, and series. Labs and hands-on activities introduce concepts.
- Explores derivatives and integrals simultaneously, presented geometrically and in context.

- Content required for an AP® Statistics course
- Active learning based, comprehensive, technologically enhanced.
- Students can learn by solving engaging problems together in an active, technology-enhanced, classroom environment.

- Covers AP® Computer Science A topics Concepts are introduced with much more student conjecture rather than traditional lectures.
- Encourages collaboration
- Focuses on moving students of all programming abilities to a higher level
- Collaboration between students is a key component

*Precalculus Third Edition**Precalculus Third Edition Supplement**Calculus Third Editions**Statistics**Java*

**CPM CS Java Syllabus****(PDF)**

###### 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 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.

Edit Content

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.

Correlations

Correlations