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For immediate release: CPM Educational Program’s Calculus, reviewed by Learning List, is included on the College Board’s Advanced Placement (AP) Example Textbooks List for Calculus AB and BC courses.

Learning List, the industry leading instructional materials review service for schools and districts, recently reviewed CPM’s Calculus and College Board used those reviews in determining that this material met the criteria for inclusion on the Example Textbooks list for the course. 

The product, available in print and eBook formats, is a comprehensive resource that supports instruction in Advanced Placement (AP) Calculus AB and BC courses. Learning List highlighted the integration of Practices throughout the content, emphasis on collaborative learning, and extensive teacher resources as strengths of this material.

“Our subscribing districts across the country asked us for help in determining which materials to purchase for Advanced Placement materials.” said Learning List president, Jackie Lain. “We worked with College Board to develop a methodology for reviewing AP materials for alignment to the revised course frameworks and hired as our reviewers many of the AP teachers who helped College Board develop the frameworks.”

Learning List.com features three research-based reviews of CPM’s Calculus including:

1.     An overview of the material’s key academic attributes and technology requirements;

2.     A detailed verification of the material’s alignment to each of the Learning Objectives andMathematical Practices contained in the course framework; and,

3.     An in-depth review of the instructional content and design of the material to help teachers determine whether Calculus will meet their students’ needs.

“We applaud CPM Educational Program for being among the first to submit their AP material for an independent review,” said Lain. “Being a leader is not easy but it certainly paid off with CPM Calculus’ inclusion on the Example Textbooks list.  We hope our that AP teachers will find our reviews helpful both in choosing the resource(s) that will best meet their students’ needs and then using those materials most effectively to fuel their students’ success in the course.”

For information about accessing Learning List’s reviews for CPM’s Calculus and over a thousand other preK-12 instructional materials, including open educational resources, contact Learning List at 512-852-2131 or info@learninglist.com.

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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.