How does a department, school, or district decide on a math program? Before a review begins, everyone involved should agree on what they want to see in a math curriculum and what they expect from the program.
CPM recommends starting with two trusted evaluation tools: the Instructional Materials Evaluation Tool (IMET) for mathematics, and the Materials Analysis Tools from NCSM.
Created by Achieve the Core, the IMET helps teams measure how well instructional materials align to college and career readiness standards in mathematics.
Download the IMET for mathNCSM and NCTM partnered to create tools for evaluating curriculum, including a webinar, the CCSS Mathematics Curriculum Materials Analysis Project, and a downloadable analysis tool.
View the Materials Analysis ToolsThe Lexile Framework for Reading is a scientific approach to measuring both reading ability and text difficulty. A reader earns a Lexile measure from a reading test, and a text earns a Lexile measure from the Lexile Analyzer, which gauges how demanding the text is to read.
Used together, the two measures help match a reader with text at an appropriate level of challenge. When a text measure falls within range of a reader measure, Lexile calls it a targeted reading experience. More detail on how the framework was developed is available in the Researchers section of the Lexile website.
| Course title | ISBN-13 | Lexile score |
|---|---|---|
| Core Connections, Course 1 | 9781603280778 | 980 |
| Core Connections, Course 2 | 9781603280846 | 920 |
| Core Connections, Course 3 | 9781603280914 | 910 |
| Core Connections, Algebra | 9781603281010 | 930 |
| Core Connections, Geometry | 9781603281089 | 960 |
| Core Connections, Algebra 2 | 9781603281157 | 980 |
| Core Connections, Integrated I | 9781603283229 | 940 |
| Core Connections, Integrated II | 9781603283489 | 1020 |
| Core Connections, Integrated III | 9781603283939 | 1040 |
| Grade | Text Demand Study 2009 (IQR, 25th to 75th percentile) | 2012 CCSS text measures |
|---|---|---|
| 1 | 230L to 420L | 190L to 530L |
| 2 | 450L to 570L | 420L to 650L |
| 3 | 600L to 730L | 520L to 820L |
| 4 | 640L to 780L | 740L to 940L |
| 5 | 730L to 850L | 830L to 1010L |
| 6 | 860L to 920L | 925L to 1070L |
| 7 | 880L to 960L | 970L to 1120L |
| 8 | 900L to 1010L | 1010L to 1185L |
| 9 | 960L to 1110L | 1050L to 1260L |
| 10 | 920L to 1120L | 1080L to 1335L |
| 11 and 12 | 1070L to 1220L | 1185L to 1385L |
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
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.
