Student Learning Resources
Whether you’re stuck on homework, trying to understand a concept, or looking for extra practice, everything you need is right here.

Interactive Tools
CPM’s interactive eTools let you build visual models of math concepts, making abstract ideas concrete and easier to understand. No login required to use them.
CPM Tile Tool
Build visual models of algebraic expressions and equations using moveable tiles. Helpful for understanding equations, factoring, multiplication, and completing the square, from middle school through calculus.
Launch Tile Tool
CPM Probability Tool
Simulate random events virtually, pick objects from a bag, flip a coin, spin a spinner, roll dice, or draw cards. Customize the tools to adjust the odds and test your probability ideas.
Launch Probability ToolHow to Use the eTools
The eTools aren’t just for following along, you can customize them, build your own models, and use them to check your understanding. Here’s what they can do.
CPM Tile Tool
Notes & Custom OptionsAdd titles, descriptions, and customize which tools are visible
General ToolsAdd text, pattern tiles, colored dots, and lines to your models
Algebra TilesModel variables, expressions, and equations with moveable tilesAlgebra Tiles TutorialsVideo walkthroughs for modeling algebra concepts with tiles
Area and Perimeter TilesTutorial for building and explaining area and perimeter modelsSee It in Action
Watch this short introduction to see how CPM’s digital tools and resources work together to support your learning, in class, at home, and everywhere in between.
Inside Your eBook
Your CPM eBook includes five built-in resources designed to help you understand the material, check your work, and review when needed. Log in to access all of them.
All of these resources are available inside your student eBook
Log in to MyCPM with your school credentials to access Homework Help, the Parent Guide, Checkpoints, and more.
Course Glossaries
Each glossary collects the mathematical terms used in the course, with definitions and worked examples pulled from the text. Download the one for the course and keep it nearby while working through problems. No login required.
Inspiring Connections
Core Connections, Middle School
Core Connections, High School
Still Need Help?
Your teacher knows your class and exactly what you are working on, so they are the best person to ask about a specific problem. When you need something outside of class, start with one of these.
Quick Reference
Words You Will See
Study team
The 2 to 4 people you work with in class. Everyone has a role, and teams change often so you work with different people.
Review & Preview
Your homework, in Core Connections. It mixes in older topics on purpose, so it will not always match what you did that day.
Reflection & Practice
Same thing as Review & Preview, but in Inspiring Connections.
Checkpoint
A skill check in your book with worked examples and answers. Good for finding out what you actually know before a test does.
Math Notes
The boxes with the definitions and formulas in them. They show up after you have worked with the idea, not before.
Methods & Meanings
The newer name for Math Notes. Same thing.
Toolkit
The notebook you build as you go, with your notes, examples, and diagrams in one place.
Mathematician’s Notebook
The Inspiring Connections version of the Toolkit.
Homework Help
Hints and steps for specific problems, inside your eBook. You need to log in.
Parent Guide
Worked examples for specific problems. In your eBook under Reference, then Student Support. Useful even if nobody at home is helping.
eTools
The drag-and-drop tools on this page. Tiles, spinners, dice, coins. No login needed.
Skill Builders
Extra practice on one topic at a time, sorted Mild, Medium, and Spicy so you can pick your level.
Guided Skill Supports
Extra practice organized by chapter, for Core Connections courses.
Rough Draft Talk
Saying an idea out loud before you are sure it is right. It is supposed to be unfinished.
Team Challenge
A test you take together with your team, usually before the individual test.
No match. Try another word, or ask your teacher.
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 who 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.
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.
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.
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.
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 questions, 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.