Middle School Math Curriculum

Student-Centered Math Curriculum Solution

These high-quality middle school math programs prepare 6th, 7th, and 8th grade students with powerful mathematical thinking and problem-solving skills.

Includes two unique middle school programs and a support class:

CPM's Middle School Programs lnclude

Math Curriculum Solution Centering on
Student Engagement

Pillars
The pillars of CPM course design—problem-based lessons with embedded mathematical practices for active student engagement, collaborative student work, and mixed, spaced practice—are informed by methodological research for teaching mathematics that leads to conceptual understanding.
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Research
Research has shown that when students talk about the mathematics, they gain a deeper understanding and remember it longer. In every lesson, CPM embeds work in study teams to encourage students to explain, justify, and critique their reasoning.
Review Research
Teamwork
When teamwork is baked into CPM tasks and lessons provide low floors and high ceilings, students can work together to get started and persevere in complex problem solving.
Empower Your Students

Two Unique Middle School Programs

Inspiring Connections


Meaningful Mathematics
• Multimodal program utilizing both digital & print materials
• Dynamic teacher-guided pacing technology 
• Intentional mix of digital, print, and manipulatives
Consumable student book called the Mathematician’s Notebook

Core Connections


• CPM’s time-tested program
• Based on research & CPM’s Three Pillars 
Option of digital and/or print materials
• English and Spanish

Explore CPM's Curriculum

Inspiring Connections Middle School Curriculum

Resources

Table of Contents
Inspiring Connections Course 1-3

Prelude

Chapter 1

     1.1 Numbers and Data≈

    1.2 Shapes and Area

    1.3 Expressions

Chapter 2

     2.1   Ratio Language

     2.2   Equivalent Ratios

     2.3   Measurement

Chapter 3

   3.1   Measures of Center

   3.2   Integers

   3.3   Absolute Value

   3.4   Coordinate Plane

Chapter 4

    4.1   Fractions, Decimals, and Percents

    4.2   Percents

    4.3   Unit Rates in Tables and Graphs

Chapter 5

   5.1   Variation in Data

   5.2   Area

Chapter 6

    6.1   Rules of Operations

    6.2   Multiples and Factors

Chapter 7

     7.1   Whole Number and Decimal Division

     7.2   Fraction Division

Chapter 8

    8.1.   Algebra Tiles

     8.2   Expressions

     8.3   Equations and Inequalities

Chapter 9

     9.1   Equations and Inequalities Continued

     9.2   Rate Problems

Chapter 10

     10.1   Two Dimensions

     10.2   Three Dimensions

Chapter 11

     11.1   Ratios and Proportions

     11.2   The Number System

     11.3   Expressions and Equations

Prelude

Chapter 1

     1.1 Numbers and Data≈

    1.2 Shapes and Area

    1.3 Expressions

Chapter 2

     2.1   Ratio Language

     2.2   Equivalent Ratios

     2.3   Measurement

Chapter 3

   3.1   Measures of Center

   3.2   Integers

   3.3   Absolute Value

   3.4   Coordinate Plane

Chapter 4

    4.1   Fractions, Decimals, and Percents

    4.2   Percents

    4.3   Unit Rates in Tables and Graphs

Chapter 5

   5.1   Variation in Data

   5.2   Area

Chapter 6

    6.1   Rules of Operations

    6.2   Multiples and Factors

Chapter 7

     7.1   Whole Number and Decimal Division

     7.2   Fraction Division

Chapter 8

    8.1.   Algebra Tiles

     8.2   Expressions

     8.3   Equations and Inequalities

Chapter 9

     9.1   Equations and Inequalities Continued

     9.2   Rate Problems

Chapter 10

     10.1   Two Dimensions

     10.2   Three Dimensions

Chapter 11

     11.1   Ratios and Proportions

     11.2   The Number System

     11.3   Expressions and Equations

Prelude

Chapter 1

     1.1   Proportions and Proportional Relationships

     1.2 Integer Operations

     1.3 Proportions and Graphs

Chapter 2

     2.1 Fraction and Decimal Conversions

     2.2 Probability

     2.3 Scale Drawings

     2.4 Cross Sections

Chapter 3

     3.1 Proportional Relationships

     3.2 Data and Statistics: Using Samples to Make Predictions

Chapter 4

     4.1 Multiple Representations of Proportional Relationships

     4.2 Circumference and Area of a Circle

Chapter 5

     5.1 Probability

     5.2 Integer Operations Continuted

Chapter 6

6.1 Data Distributions

     6.2 Numerical and Algebraic Expressions

    6.3 Equivalent Expressions

Chapter 7

    7.1 Operations With Rational Numbers

    7.2 Percent Change

     7.3 Percents in the Real World

Chapter 8

     8.1 Multiplication and Division of Rational Numbers

    8.2 Working With Expressions

     8.3 Writing and Solving Equations and Inequalities

Chapter 9

     9.1 Angle Relationships

     9.2 Triangle Creation

     9.3 Volume and Surface Area

Chapter 10

     10.1:  Explorations and Investigations

     10.2:  Restaurant Math

Prelude

Chapter 1

    1.1 Data and Graphs

    1.2 Introduction to Transformations

    1.3 Linear Relationships

Chapter 2

    2.1 Rigid Transformations

    2.2 Similarity

    2.3 Graphing Systems of Equations

Chapter 3

    3.1 Trend Lines

    3.2 Solving Equations with Algebra Tiles

    3.3 Graphing Linear Equations

Chapter 4

    4.1 Exponents, Part 1

    4.2 Solving Equations

   4.3 Exponents, Part 2

Chapter 5

    5.1 Representations of a Line

    5.2 Graphs & Equations of Systems

Chapter 6

    6.1 Solving Systems Algebraically

    6.2 Slope & Rate of Change

    6.3 Associations

Chapter 7

    7.1 Angles

   7.2 Right Triangle Theorem

Chapter 8

    8.1 Introduction to Functions

    ‘8.2 Characteristics of Functions

    8.3 Linear and Nonlinear Functions

Chapter 9

    9.1 Volume

    9.2 Scientific Notation

    9.3 Applications of Volume

Chapter 10

    10.1 Explorations and Investigations

Inspiring Connections Testimonials

Core Connections Middle School Curriculum

Resources

Table of Contents
Core Connections, Course 1-3

Chapter 1: Introduction and Representation

Chapter 2: ArithmeticStrategies and Area

Chapter 3 Portions and Integers

    Section 3.1

    Section 3.2

Chapter 4 Variables and Ratios

Chapter 5 Multiplying Fractions and Area

Chapter 6 Dividing and Building Expressions

Chapter 7 Rates and Operations

Chapter 8 Statistics and Multiplication Equations

Chapter 9 Volume and Percents

Chapter 1: Introduction and Representation

     Section 1.1 – Math in the World

    Section 1.2 – Number Representation

Chapter 2: ArithmeticStrategies and Area

    Section 2.1- Data Summaries

    Section 2.2 – Area and Perimeter

    Section 2.3 – Number Representations

Chapter 3 Portions and Integers

    Section 3.1 – Percents and Decimals

    Section 3.2 – Numbers and Graphing

Chapter 4 Variables and Ratios

    Section 4.1 – Variable Expressions

    Section 4.2 – Ratios

Chapter 5 Multiplying Fractions and Area

    Section 5.1 – Fraction Operations

    Section 5.2 – Rational Number Operations

    Section 5.3 – Area

Chapter 6 Dividing and Building Expressions

    Section 6.1 – Rational Number Division

    Section 6.2 – Building Expressions

Chapter 7 Rates and Operations

    Section 7.1 – Comparing Rates

    Section 7.2 – Rational Number Division

    Section 7.3 – Equations and Inequalities

Chapter 8 Statistics and Multiplication Equations

    Section 8.1 – One Variable Statistics

    Section 8.2 – Equations with Unit Conversions

Chapter 9 Volume and Percents

    Section 9.1 – Exponents

    Section 9.2 – Volume and Surface Area

    Section 9.3 – Percents

Chapter 1: Introduction and Probability

    Section 1.1 – Exploring Number Patterns

    Section 1.2 – Probability

Chapter 2: Fractions and Integer Addition

    Section 2.1 – Rational Number Conversions

    Section 2.2 – Rational Number Multiplication

    Section 2.3 – Scale

Chapter 3: Arithmetic Properties

    Section 3.1 – Expressions

    Section 3.2 – Arithmetic Operations

    Section 3.3 – Rational Number Division

Chapter 4: Proportions and Expressions

    Section 4.1 – Scaling

    Section 4.2 – Proportional Relationships

    Section 4.3 – Expression Properties

Chapter 5: Probability and Solving Word Problems

    Section 5.1 – Proportions

    Section 5.2 – Probability Modeling

    Section 5.3 – Solving Word Problems

    Section 5.4 – Mid-Course Reflection 

Chapter 6: Solving Inequalities and Equations

    Section 6.1 – Inequalities

    Section 6.2 – Solving Equations

    Section 6.3 – Solving Strategies

Chapter 7: Proportions and Percents

    Section 7.1 – Applying Proportions

    Section 7.2 – Solving Proportions

Chapter 8: Statistics and Angle Relationships

    Section 8.1 – Statistical Distributions

    Section 8.2 – Sampling

    Section 8.3 – Angle Relationships

Chapter 9: Circles and Volume

    Section 9.1 – Circles

    Section 9.2 – Volume

    Section 9.3 – Course Reflection

Chapter 1: Problem Solving

    Section 1.1 – Problem Solving

    Section 1.2 – Proportional Relationships

Chapter 2: Simplifying with Variables

    Section 2.1- Variables and Expressions

Chapter 3: Graphs and Equations

    Section 3.1 – Graphs

    Section 3.2 – Equations

Chapter 4: Multiple Representations

    Section 4.1 – Growth Representation

Chapter 5: Systems of Equations

    Section 5.1 – Multi-Variable Equations

    Section 5.2 – Systems of Equations 

    Section 5.3 – Mid-Course Reflection 

Chapter 6: Transformations and Similarity

    Section 6.1 – Transformations 

    Section 6.2 – Similarity

Chapter 7: Slope and Association

    Section 7.1 – Scatter Plot

    Section 7.2 – Slope

    Section 7.3 – Making Predictions

Chapter 8: Exponents and Functions

    Section 8.1 – Growth

    Section 8.2 – Exponential Expressions 

    Section 8.3 – Functions

Chapter 9: Angles and the Pythagorean Theorem

    Section 9.1 – Angle Relationships

    Section 9.2 – Right Triangles

Chapter 10: Surface Area and Volume

    Section 10.1 – Three-Dimensional Measurements

    Section 10.2 – Course Reflection 

Inspirations & Ideas - Support Class

An image of the Inspirations & Ideas Textbook

8th Grade Support

  • Support students in CPM’s Core Connections, Course 3 who sometimes struggle with mathematics.
  • Sudents in Inspirations & Ideas will be concurrently enrolled in Core Connections.
  • A non-graded course, with no homework and no summative assessments.
 
 

Course Structure

Inspirations & Ideas is a compilation of lessons, arranged appropriately in units, that convey multiple objectives. Although each unit may not fully address a single objective, as a compilation, the objectives are met. The course does not attempt to address every content standard in the 8th grade curriculum. Rather, the math content in the course is used as a vehicle to change students’ beliefs and attitudes about math. Inspirations & Ideas focuses on the following themes:

This course focuses on:

  • Cognitively demanding grade-level content
  • Rich mathematics tasks
  • Student–teacher relationships
  • Students’ problem-solving abilities
  • Fostering number sense
  • Productive struggle
  • Mathematical justifications
  • Building an interest in math
  • Establishing and monitoring challenging goals
  • Supporting teachers in course implementation
 
 

Learning Log Sample

LEARNING LOG

Write a Learning Log entry to summarize what you learned today about the Giant One and its uses.  Include examples of how the Giant One is used.  Title this entry “The Giant One and Equivalent Fractions” and label it with today’s date.

Learning Log

Learning Log Sample

LEARNING LOG

Make a rectangle from any number of tiles.  Your rectangle must contain at least one of each of the following tiles: x^2, y^2 , x, y and xy.  Sketch your rectangle in your Learning Log and write its area as a product and as a sum.  Explain how you know that the product and sum are equivalent.  Title this entry “Area as a Product and as a Sum” and label it with today’s date. 

 
 
Learning Log

Toolkit Sample

An example of a toolkit
tool kits

Homework Help Sample

An example of Homework Help

Puzzle Investigator Problem

PI-10. WAY TO GO!

The map at right shows the streets in Old Town.  Assume Jacqueline is standing at the corner of A and 1st Streets.  Assume Jacqueline will only walk South or East.  The shaded rectangles represent large buildings.  Assume Jacqueline will not pass through any buildings.

    1. The number “3” at the intersection of C and 2nd Streets means that there are three different ways she can get there from her starting position.  What are those three ways?  Describe them in words.

    2. How many different ways can she walk to the corner of F and 4th Streets?  

    3. How many different ways can she walk to the corner of D and 5th Streets?

    4. Explain how you can use your answers to parts (b) and (c) to find the number of ways she can walk to the corner of F and 5th Streets.  Why does this make sense?

    5. Find the number of different ways she can walk to the corner of I and 8th Streets.

    6. How could you change the map so that Jacqueline has only 7 ways to get to the corner of D and 3rd streets?  You can remove blocks or add them.

Statistics

JAVA

Calculus
Third Edition

Precalculus
Third Edition

Precalculus
Supplement

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

Matemática
Integrada I

Matemática
Integrada II

Matemática
Integrada III

Integrated I

Integrated II

Integrated III

Core Connections en español, Álgebra

Core Connections en español, Geometría

Core Connections en español, Álgebra 2

Core Connections
Algebra

Core Connections Geometry

Core Connections
Algebra 2

Core Connections 1

Core Connections 2

Core Connections 3

Core Connections en español,
Curso 1
Core Connections en español,
Curso 2
Core Connections en español,
Curso 3

Inspiring Connections
Course 1

Inspiring Connections
Course 2

Inspiring Connections
Course 3

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Algebra Tiles Blue Icon
  • 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.