Last Revised: September 2025
These End User Terms of Use (“Terms of Use”) govern your use of the following Courses which are all publications of CPM Educational Program, a California nonprofit corporation (“Licensor” or “CPM”), including all software, digital curriculum, digital components, eBooks, and other materials made accessible to you by Licensor as part of the Course(s) and all illustrations or images set forth therein (collectively, the “Content”).
Middle School Courses
High School Courses
4th Year High School Courses
Please review these Terms of Use carefully. If you do not understand any provision, we strongly recommend you consult legal counsel because you are entering into a binding legal contract. CPM is the owner or licensee of all rights in the Content, including its trademark, content, software, services, and intellectual property.
For users who are under 13 years old (or who are considered minors in their jurisdiction), the user’s parent or legal guardian (“Parent”), school or school district is responsible for accepting and complying with these Terms of Use. The Parent or school/district is also responsible for knowing such user’s unique username and password and shall ensure the Content is being used appropriately. CPM’s Privacy Policy describes the type of information that may be collected from users.
Subject to your strict compliance with these Terms of Use, Licensor hereby grants you a non-exclusive, non-transferable, revocable, limited license to access or use the Content for non-commercial educational instruction purposes solely in accordance with the following conditions:
The License will terminate immediately upon: termination of the Purchase Agreement; you ceasing to be authorized by Licensor and/or Licensee to use the Content; or your breach of any term or condition of these Terms of Use.
You shall not, directly or indirectly:
You acknowledge that the Content is provided under license, and not sold, to you. You do not acquire ownership interest in the Content under these Terms of Use. The Content is protected by copyright and is the property of CPM or its licensors. Licensor reserves and shall retain its entire right, title and interest in and to the Content and all intellectual property rights arising out of or relating to the Content.
Any suggestions, ideas, enhancement requests, feedback, recommendations, or other information provided by you relating to the Content becomes our intellectual property upon receipt by us.
You agree to defend, indemnify and hold harmless CPM, its affiliates, licensors and service providers, and its and their respective officers, directors, employees, contractors, agents, licensors, suppliers, successors and assigns from and against any claims, liabilities, damages, judgments, awards, losses, costs, expenses or fees (including reasonable attorneys’ fees) arising out of or relating to your violation of these Terms of Use or your use of the Content.
You shall be responsible for all access to and use of the Content by means of your equipment or your unique username and password. Sharing your username and password with third parties is strictly prohibited.
You are solely responsible for maintaining the confidentiality of your username and password. You agree to immediately notify CPM at security@cpm.org if you become aware of any unauthorized use of your account or any other breach of security.
The License granted to you commences on the date of your acceptance of these Terms of Use and terminates at the expiration of the applicable semester, class or program related to the Content, unless terminated earlier. CPM, in its sole discretion, may immediately disable your access to the Content upon termination of the License.
During the License Term, we may furnish updates to the Content at our sole discretion. Such Updates shall be considered to be part of the Content and subject to the terms of these Terms of Use.
CPM provides support services for troubleshooting, access problems, and rostering. Contact support@cpm.org. Support is available Monday–Friday, 7:00 a.m. to 4:00 p.m. (Pacific Time), excluding holidays.
All matters relating to these Terms of Use shall be governed by and construed in accordance with the internal laws of the State of California. Any legal proceedings shall be instituted exclusively in the federal or state courts located in the City and County of Sacramento, California.
No waiver by CPM of any term or condition shall be deemed a further or continuing waiver. If any provision of these Terms of Use is held invalid or unenforceable, such provision shall be eliminated or limited to the minimum extent such that the remaining provisions continue in full force and effect.
The Website Terms of Use, Privacy Policy, License Agreement (if applicable), End User Terms of Use, and Purchase Agreement constitute the sole and entire agreement between you and CPM with respect to the Content.
We take claims of copyright infringement seriously. If you believe any materials accessible on this website infringe your copyright, you may notify CPM by submitting written notification to support@cpm.org.
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
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.