### Prelude

0.1.1Visualizing Information

 0.1.2 Describing and Extending Patterns 0.1.3 Mathematical Communication 0.1.4 Fraction Sort 0.1.5 Respectful Communicating 0.1.6 Build the Shape 0.1.7 Collaborative Learning Agreements

### Chapter 1

1.1 Numbers and Data 1.1.1 Learning with Clotheslines 1.1.2 Comparing Mixed Numbers, Fractions, and Decimal 1.1.3 Paying by the Ounce 1.1.4 Falling Paper, Part 1 1.1.5 Creating Histograms 1.1.6 Dot Plots Shapes and Area 1.2.1 Build the Shape, Part 2 1.2.2 The Composition of Polygons 1.2.3 Untangle the Rectangle Expressions

### Chapter 2

 2.1 Ratio Language 2.1.1 Comparing Parts: Using Ratio Language 2.1.2 Comparing Parts: Using Ratio Notation 2.1.3 Statistical Representations and Ratios
 2.2 Equivalent Ratios 2.2.1 Creating Equivalent Ratios 2.2.2 Stock the Pond, Part 1 2.2.3 Stock the Pond, Part 2 2.2.4 A Grateful Gesture 2.2.5 A Calm Day 2.2.6 Representations of Ratios
 2.3 Measurement 2.3.1 Common Units 2.3.2 Converting Measurement Units 2.3.3 Ratios and Converting Units

### Chapter 3

 3.1 Measures of Center 3.1.1 Falling Paper, Part 2 3.1.2 Falling Paper, Part 3 3.1.3 Data Summary 3.1.4 Jumping Frogs
 3.2 Integers 3.2.1 A Picture Is Worth 1,000 Numbers 3.2.2 Numbers Describe Our World 3.2.3 Read Between the Lines 3.2.4 Thinking Rationally
 3.3 Absolute Value 3.3.1 T-Shirt Design 3.3.2 Distance from Zero 3.3.3 Comparisons and Distance 3.3.4 Speaking Math
 3.4 Coordinate Plane 3.4.1 The Four Quadrants 3.4.2 Making Shapes on the Coordinate Plane 3.4.3 Team Symbol

### Chapter 4

 4.1 Fractions, Decimals, and Percents 4.1.1 All Things Being Equal 4.1.2 Representations of Percents 4.1.3 Portions of Cereal 4.1.4 Connecting Percents to Decimals 4.1.5 Completing the Portions Web
 4.2 Percents 4.2.1 As a Whole 4.2.2 Percents and Nutrition 4.2.3 Women in STEM
 4.3 Unit Rates in Tables and Graphs 4.3.1 Comparing Rates 4.3.2 Comparing Rates Using Tables and Graphs 4.3.3 Shopping Habits 4.3.4 Unit Rates 4.3.5 Multiple Representations

### Chapter 5

 5.1 Variation in Data 5.1.1 Getting to Know You 5.1.2 Introduction to Box Plots 5.1.3 Interquartile Range 5.1.4 Describing Data
 5.2 Area 5.2.1 Great Heights 5.2.2 Area of Parallelograms 5.2.3 Exploring Triangle Area with Geoboards 5.2.4 Area of Triangles 5.2.5 Area of Trapezoids 5.2.6 Area Game 5.2.7 Area of Polygons
 5.3 Fractions 5.3.1 Representing Fraction Multiplication 5.3.2 Describing and Computing Parts of Parts 5.3.3 Multiplying Mixed Numbers

### Chapter 6

 6.1 Rules of Operations 6.1.1 The Shopping List 6.1.2 Parts of an Expression 6.1.3 The Job Offer 6.1.4 Weekly Earnings 6.1.5 Fireworks 6.1.6 Using Exponents Strategically
 6.2 Multiples and Factors 6.2.1 As the Gears Turn 6.2.2 Let’s Get Loud 6.2.3 Rectangles and Common Factors 6.2.4 Secret Valentines 6.2.5 Generic Rectangles and Greatest Common Factor 6.2.6 Distributive Property 6.2.7 MATHO

### Chapter 7

 7.1 Whole Number and Decimal Division 7.1.1 Sharing Treats 7.1.2 Groups of Pencils 7.1.3 Whatever Remains 7.1.4 Operations with Decimals 7.1.5 Operation Arrangements
 7.2 Fraction Division 7.2.1 Fitting in Fractions 7.2.2 Measuring Quotients 7.2.3 Visualizing Parts 7.2.4 Dividing Fractions By Fractions 7.2.5 A Great One 7.2.6 Practicing Fraction Division

### Chapter 8

 8.1 Algebra Tiles 8.1.1 Introduction to Algebra Tiles 8.1.2 A Group of Tiles 8.1.3 Equivalent Expressions 8.1.4 Perimeters of Algebra Tiles 8.1.5 Coefficients, Constants, and Combining Like Terms 8.1.6 Evaluating Perimeter and Area Expressions
 8.2 Expressions 8.2.1 Numerical Expressions 8.2.2 Writing Algebraic Expressions 8.2.3 Evaluating Algebraic Expressions
 8.3 Equations and Inequalities 8.3.1 Writing Equations 8.3.2 Cereal Algebra 8.3.3 Starfish Equations 8.3.4 Writing Inequalities

### Chapter 9

 9.1 Equations and Inequalities 9.1.1 Morning Routine 9.1.2 Number Factory 9.1.3 Visualizing Equations 9.1.4 Solving Multiplication Equations 9.1.5 Solving Addition Equations 9.1.6 Writing Solutions to Inequalities 9.1.7 Equations and Inequalities
 9.2 Rate Problem 9.2.1 Going with the Grain 9.2.2 Distance, Rate, and Time 9.2.3 Converting Rates 9.2.4 Motown Races 9.2.5 Suspension Rates

### Chapter 10

 10.1 Two Dimensions 10.1.1 Distance on the Coordinate Plane 10.1.2 Symmetry 10.1.3 A Walk in the Park
 10.2 Three Dimensions 10.2.1 Prototypes and Props 10.2.2 Nets: Prism and Pyramid 10.2.3 Surface Area of Prisms and Pyramids 10.2.4 Building Volume 10.2.5 Stacks of Cash 10.2.6 Volume Word Problems 10.3 More Data 10.3.1 Deviate from the Average 10.3.2 Quite a Spread 10.3.3 Describe Data

### Chapter 11

 11.1 Ratios and Proportions 11.1.1 Food for Thought 11.1.2 Party Time! 11.1.3 Party Time! 11.1.4 In a Class of Its Own
 11.2 The Number System 11.2.1 In a Pickle 11.2.2 Math, Can We Talk?

### Prelude

 0.1.1 Visualizing Information 0.1.2 Describing and Extending Patterns 0.1.3 Mathematical Communication 0.1.4 Fraction Sort 0.1.5 Respectful Communicating 0.1.6 Build the Shape 0.1.7 Collaborative Learning Agreements

### Chapter 1

 1.1 Proportions and Proportional Relationships 1.1.1 Giant Pencil 1.1.2 Penny Tower 1.1.3 Hot Diggity Dog! 1.1.4 Fair Fare Car Share 1.1.5 Cooking Ratios 1.1.6 Puzzling Proportions
 1.2 Integer Operations 1.2.1 Keep Cool 1.2.2 Recording Marcellus’s Modifications 1.2.3 Adding Nothing 1.2.4 Grouping Cubes 1.2.5 Tug-O-War 1.2.6 Cube Division 1.2.7 Guess My Number
 1.3 Proportions and Graphs 1.3.1 Interpreting Graphs 1.3.2 Marcellus the Giant

### Chapter 2

 2.1 Fraction and Decimal Conversions 2.1.1 Investigating Number Patterns 2.1.2 Cutting the Cheese 2.1.3 Convert It!
 2.2 Probability 2.2.1 Introducing Probability 2.2.2 Representing Probability 2.2.3 Experimental Probability 22.4 Mystery Spinner
 2.3 Scale Drawings 2.3.1 2-Mile Run 2.3.2 Mystery Mural 2.3.3 Distorted Perspectives 2.3.4 Proportional Polygons 2.3.5 Scales in Science
 2.4 Cross-Sections 2.4.1 Any Way You Slice It 2.4.2 Slice and Dice

### Chapter 3

 3.1 Proportional Relationships 3.1.1 Proportional Perimeters 3.1.2 Gustavo and Sonja 3.1.3 Grab Bag 3.1.4 Creating Graphs 3.1.5 Pizzeria 3.1.6 Connections in Proportional Relationships
 3.2 Data and Statistics: Using Samples to Make Predictions 3.2.1 Predict a Portion 3.2.2 Pizza Preference 3.2.3 Samples of Paper 3.2.4 Spinning Samples 3.2.5 Proportional Connections

### Chapter 4

 4.1 Multiple Representation of Proportional Relationships 4.1.1 Click Battle, Part 1 4.1.2 Floored! 4.1.3 All Tiled Up 4.1.4 Click Battle, Part 2 4.1.5 Dangerous Donuts 4.1.6 Green Alternatives 4.1.7 Road Trip 4.1.8 Measuring Up 4.1.9 Complete the Web
 4.2 Circumference and Area of a Circle 4.2.1 Bubble Pi 4.2.2 More Than Just a Dessert 4.2.3 A Slice of Pi 4.2.4 The Artist’s Dilemma

### Chapter 5

 5.1 Probability 5.1.1 Buffon’s Needle 5.1.2 Two or More Events 5.1.3 Compound Independent Events 5.1.4 Tree Diagrams 5.1.5 Choosing Methods to Calculate Probability 5.1.6 Computer Simulations of Probability
 5.2 Integer Operations 5.2.1 Human Number Line 5.2.2 Visualizing Division 5.2.3 Mixed Integer Operation Practice 5.2.4 Guessing Games

### Chapter 6

 6.1 Data Distributions 6.1.1 The Steady Clicker 6.1.2 Counting Cousins 6.1.3 Social Media Time 6.1.4 Golf Samples 6.1.5 Fishing Simulations
 6.2 Numerical and Algebraic Expressions 6.2.1 Combining Like Terms 6.2.2 Equivalent Expressions 6.2.3 The Flip Side 6.2.4 Zero Pairs with Algebra Tiles 6.2.5 Expressions as Movement
 6.3 Equivalent Expressions 6.3.1 The Distributive Property 6.3.2 Expression Station Rotation 6.3.3 Expressions in Context

### Chapter 7

 7.1 Operations with Rational Numbers 7.1.1 Operating on Number Lines 7.1.2 Rational Distance 7.1.3 Combining Like Terms 7.1.4 Generalizing Rational Number Addition and Subtraction
 7.2 Percent Change 7.2.1 Show Me the Money 7.2.2 Tax Not Included 7.2.3 Commission and Fees 7.2.4 That’s Interesting 7.2.5 Fairness in Home Buying
 7.3 Percents in the Real World 7.3.1 Potential Profit 7.3.2 Percent Change 7.3.3 Give or Take 7.3.4 You Know the Expression… 7.3.5 Rationalizing Percents

### Chapter 8

 8.1 Multiplication and Division of Rational Numbers 8.1.1 Multiplying Rational Numbers 8.1.2 Exploring the Generic Rectangle 8.1.3 Tim and Mia Go Walking 8.1.4 The Dividing Line 8.1.5 Let’s Be Rational
 8.2 Working with Expressions 8.2.1 Comparing Expressions 8.2.2 Comparing Expressions and Recording Work 8.2.3 Possible Comparisons
 8.3 Writing and Solving Equations and Inequalities 8.3.1 Equations 8.3.2 Solving Equations and Recording Steps 8.3.3 Setting Up Word Problems 8.3.4 Solving Equations with Rational Numbers 8.3.5 Solving Inequalities 8.3.6 Solving Inequalities and Equations

### Chapter 9

 9.1 Angle Relationships 9.1.1 Measuring Angles 9.1.2 Discovering and Defining Angle Relationships 9.1.3 Angle Relationships
 9.2 Triangle Creation 9.2.1 Creating Triangles from Three Side Lengths 9.2.2 Try Angles 9.2.3 Constructing Triangles with Technology 9.2.4 Constructing Triangles by Hand
 9.3 Volume and Surface Area 9.3.1 Building Shelves 9.3.2 Fill It Up 9.3.3 A Water Crisis 9.3.4 Surface Area and Volume

### Chapter 10

 10.1 Explorations and Investigations 10.1.1 Zero Sum Game 10.1.2 Mystery Number(s) 10.1.3 Expressions on a Clothesline 10.1.4 Think Outside the Box 10.1.5 Summing Up
 10.2 Restaurant Math 10.2.1 A New Place to Eat 10.2.2 Stained Glass Window Covering 10.2.3 Fatira Squares 10.2.4 Markup Markdown Mat

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# 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.

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# 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.