Explore CPM For Your Students

View Our eBook Sampler

*We offer the first chapter of each eBook to sample

Core connections 1,2 and 3 book covers
Integrated 1-3 high school series book covers
Four covers of CPM high school books

Watch our Virtual eBook Tour

See how a student navigates the eBook and view the features within.

See how the teacher eBook complements the student eBook.

Preview an Entire Textbook

Request a two-week preview of the full feature eBook by submitting the CPM eBook Preview Request Form.

After you have submitted a preview request we match you with a local CPM Regional Professional Learning Coordinator. They help discuss your needs and help you with moving forward in the piloting and adoption process.

More information can also be found in our Quick Guide and at

Contact Your Regional Professional Learning Coordinator

View the map to locate your region’s professional learning coordinator. 


 CALIFORNIA, Region 1 – Mícheál Marsh


 NORTHWEST, Region 2 – Jenni White


 SOUTHWEST, Region 3 – Sara Thompson


 GREAT PLAINS, Region 4 – Lisa Comfort


 GREAT LAKES, Region 5 – Bruce Brusoe


 SOUTHEAST, Region 6 – Gerry Long


 NORTHEAST, Region 7 – Jocelyn Dunnack


For media inquiries, please contact

Pilot CPM with Your Students

The CPM Pilot Program is an opportunity for a school/district to implement the CPM curriculum with professional development and support as they navigate the adoption process. CPM believes that learning, change, and mastery take time. Because of this philosophy we prefer a semester or one year pilot.

All of the CPM books emphasize problem-solving, communication, collaboration, and critical reasoning by students. In order to be approved for the CPM Pilot Program the school/district is required to send teachers to scheduled CPM Professional Learning (some travel may be required).

If you would like to receive more information about a pilot, please complete the CPM Pilot Interest Form or email

Adopt CPM

If you are interested in adopting CPM as your mathematics curriculum, please complete the CPM Adoption Interest Form. If you require assistance with resources for your district adoption panel, contact

CPM provides Review Documents and Tools for your convenience. 

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • 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

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.