Middle School Series:
Inspiring Connections

Three-year sequence of courses for 6th, 7th, & 8th Grades
  • Multimodal program that builds from all the things CPM does well
  • Offers updated and new resources
  • Utilizes different venues to maximize students’ engagement

Key Features of Inspiring Connections

Full Blend of
Print & Digital
Mathematician's Notebook
(Student Consumable)
Intentional Differentiation of Learning Venues

Curriculum Resources

Table of Contents
Inspiring Connections Course 1-3


Madison S. OH

Students are getting to know their classmates very quickly! VNPS have added a lot of activity and active engagement to my classroom. I think launches are a great way to get students interested and pull them into mathematical thinking/work!

Megan N. CA

My students love visibly random teams, and it's super easy. I hand out playing cards most days, and the kids are familiar with where the 8 various groups are located in the room.

Joan V. CA

Students really enjoy being able to work with a variety of teammates. They look forward to switching teams and are used to the routine/transition. Students discuss problems more readily at the VNPS, and they are motivated to work together. My class came with some serious management needs this year, and so there is a lot of training that had to be done to get them focused at the whiteboards and to set the expectation that they work with their team rather than wander. The more we work at VNPS, the better it's getting!

Michelle G. WI

There seems to be a calm in the class-- willingness to work with anyone. The students love to share their work. They seem to solve problems with more explanation knowing others are going to be looking at their work.

Kelsey B. KY

The kids really enjoy the VNPS, and I love that only one person can write at a time and they have to take turns. Love the launch and the routine of them. The kids appreciate the variety that we are given. The pacing has helped so much when it comes to getting to a closure every day. It helps the students transition into summarizing their math class.

Karele F. CA

The VNPS boards are awesome. It is a quick assessment check of student learning, and we use them for more than just math. These have worked quite well for writing T-charts, as well. [The lesson launches give] Incredible discussion and strategies for learning. Watching the students access the launch is remarkable, and seeing their success. The students do their independent practice with ease as it does not feel like 'HW'.

Erika M. WI

LOVING the launches. It really allows every single learner to be engaged and share out.

Cheryl P. CA

Students are always super engaged in the launches, and it gets them started talking about the math.

Sara M. WI

I appreciate the intentionality of the closures and how they are embedded within the curriculum. Students have been remembering [Mathematician's Notebook], and it is great to have all of their thinking in one location.

Marjorie K. CA

[Lesson closures are going] Better than they ever had in my career

Annie H. CA

It really helps that [the Reflection & Practice] are in the mathematician's workbook! I really like the way the lessons are laid out and that it is actually possible to get through a whole session. I also like how we are switching between venues all of the time.

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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.