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Cookie Policy — CPM Educational Program
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Cookie Policy

Effective: October 15, 2020  •  CPM Educational Program

CPM ("us", "we", or "our") uses cookies on https://cpm.org and affiliated websites (collectively the "Site").

This Cookies Policy explains what cookies are, how we use cookies, how third-parties we partner with may use cookies on the Site, and your choices regarding cookies. Please read this policy in conjunction with our Privacy Policy, which sets out additional details on how we use personally identifiable information and your various rights.

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What Are Cookies

Cookies are small files that a site or its service provider transfers to your computer's hard drive through your web browser (if you allow) that enables the site's or service provider's systems to recognize your browser and capture and remember certain information regarding your visit to the Website, such as:

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  • The pages you visited
Cookies can be persistent — stored on your device between browser sessions — or session cookies, which expire when you close your browser.
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How CPM Uses Cookies

We use this information to understand and save your preferences for future visits and compile aggregate data about site traffic and site interaction so that we can offer better site experiences and tools in the future. We may contract with third-party service providers to assist us in better understanding our site visitors. These service providers are not permitted to use the information collected on our behalf except to help us conduct and improve our business.

The information we collect automatically is statistical only and does not include personal information. We do not perform any behavioral tracking.
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Types of Cookies We Use

We use both session and persistent cookies on the Site across four categories:

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Necessary for the operation of the Site. Used to authenticate users, prevent fraudulent use of user accounts, and offer core Site features.

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Allow us to recognize and count the number of visitors and see how visitors move around the Site. This helps us improve the way the Site works.

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Allow us to use caching of regularly accessed data, providing better Site performance to all users.

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Allow us to recognize you when you return to the Site, personalise content, greet you by name, and remember your preferences such as language or region.

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Your Choices Regarding Cookies

If you'd like to delete cookies or instruct your web browser to delete or refuse cookies, please visit the help pages of your web browser.

Please note that if you delete cookies or refuse to accept them, you might not be able to use some or all of the features we offer. You may not be able to log in, store your preferences, and some pages might not display properly.

Statistics

JAVA

Calculus
Third Edition

Precalculus
Third Edition

Precalculus
Supplement

2.3.4

Defining Concavity

4.4.1

Characteristics of Polynomial Functions

5.2.6

Semi-Log Plots

5 Closure

Closure How Can I Apply It? Activity 3

9.3.1

Transition States

9.3.2

Future and Past States

10.3.1

The Parametrization of Functions, Conics, and Their Inverses

10.3.2

Vector-Valued Functions

11.1.5

Rate of Change of Polar Functions

Matemática
Integrada I

Matemática
Integrada II

Matemática
Integrada III

Integrated I

Integrated II

Integrated III

Core Connections en español, Álgebra

Core Connections en español, Geometría

Core Connections en español, Álgebra 2

Core Connections
Algebra

Core Connections Geometry

Core Connections
Algebra 2

Core Connections 1

Core Connections 2

Core Connections 3

Core Connections en español,
Curso 1
Core Connections en español,
Curso 2
Core Connections en español,
Curso 3

Inspiring Connections
Course 1

Inspiring Connections
Course 2

Inspiring Connections
Course 3

Sample Checkpoint

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Algebra Tiles Blue Icon

Algebra Tiles Session

Event Schedule and Registration
  • 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

Schedule & Registration

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

Schedule & Registration

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

Schedule & Registration

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

Schedule & Registration

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

Core Connections 2

Core Connections 1