Instructions on accessing the CPM Online Classes, eTeacher's Guides, eTextbooks, and Resources
These additional resources are available to support students, parents, and teachers. These resources include eTools and videos, progress monitoring assessments, homework help, resource pages with a toolkit, and a parent guide with extra practice. Most of these resources are also available in Spanish in addition to English.
A Cpm Progress Monitoring Assessment generator is available at https://assessment.cpm.org/
2017-2018 CPM Course Timeline
Chapter |
CC1 |
CC2 |
CC3 |
Algebra |
Chapter 1 |
10 days Chapter 1: Introduction and Representation |
11-13 days Chapter 1: Introduction and Probability |
7-8 days Chapter 1: Problem Solving |
Chapter 1: Functions |
Chapter 2 |
9 days Chapter 2: Arithmetic Strategies and Area |
11 days Chapter 2: Fractions and Integer Addition |
9 days Chapter 2: Simplifying with Variables |
Chapter 2: Linear Relationships |
IAB # 1 Pre and Post |
5-7 days IAB - The Number System |
5-7 days IAB - The Number System |
5-7 days IAB - Expressions & Equations I |
5-7 days IAB - Expressions & Equations I |
Chapter 3 |
11-12 days Chapter 3: Portions and Integers |
10-11 days Chapter 3: Arithmetic Properties |
13 days Chapter 3: Graphs and Equations |
Chapter 3: Simplifying and Solving |
Chapter 4 |
8 days Chapter 4: Variables and Ratios |
11-13 days Chapter 4: Proportions and Expressions |
9 days Chapter 4: Multiple Representations |
Chapter 4: Systems of Equations |
IAB # 2 Pre and Post |
5-7 days IAB - Ratios and Proportional Relationships |
5-7 days IAB - Ratios and Proportional Relationships |
5-7 days IAB - Expressions & Equations II (with Prob/Stat) |
5-7 days IAB - Expressions & Equations II (with Prob/Stat) |
Chapter 5 |
11-12 days Chapter 5: Multiplying Fractions and Area |
15-16 days Chapter 5: Probability and Solving Word Problems |
7-9 days Chapter 5: Systems of Equations |
Chapter 5: Sequences |
Chapter 6 |
12-13 days Chapter 6: Dividing and Building Expressions |
13 days Chapter 6: Solving Inequalities and Equations |
10 days Chapter 6: Transformations and Similarity |
Chapter 6: Modeling Two-Variable Data |
IAB # 3 Pre and Post |
5-7 days IAB - Expressions and Equations |
5-7 days IAB - Expressions and Equations |
5-7 days IAB - Mathematics Performance Task |
5-7 days IAB - Mathematics Performance Task |
Chapter 7 |
12 days Chapter 7: Rates and Operations |
10 days Chapter 7: Proportions and Percents |
11 days Chapter 7: Slope and Association |
Chapter 7: Exponential Functions |
Chapter 8 |
11-12 days Chapter 8: Statistics and Multiplication Equations |
10 days Chapter 8: Statistics and Angle Relationships |
11 days Chapter 8: Exponents and Functions |
Chapter 8: Quadratic Functions |
IAB # 4 Pre and Post |
5-7 days IAB - Mathematics Performance Task |
5-7 days IAB - Mathematics Performance Task |
5-7 days IAB - Functions |
5-7 days IAB - Functions |
Chapter 9 |
11-15 days Chapter 9: Volume and Percents |
11-15 days Chapter 9: Circles and Volume |
13 days Chapter 9: Angles and the Pythagorean Theorem |
Chapter 9: Solving Quadratics and Inequalities |
Chapter 10 |
NA |
NA |
9-12 days Chapter 10: Surface Area and Volume |
Chapter 10: Solving Complex Equations |
IAB # 5 Pre and Post |
5-7 days IAB - Statistics and Probability |
5-7 days IAB - Statistics and Probability |
5-7 days IAB - Geometry |
5-7 days IAB - Geometry |
SBAC Review |
10-15 days |
10-15 days |
10-15 days |
Chapter 11: Functions and Data Appendix A: Representing Expressions |
10 days |
||||
Total |
130-153 days |
137-162 days |
133-1155 days |
Mathematics Intervention Strategies
Summary of Intervention Strategies to Support Students Struggling with Math:
- Use of structured peer-assisted learning activities involving heterogeneous ability groupings.
- Use systematic and explicit instruction using visual and graphic representations.
- Modify instruction based on data from formative assessments of students (such as classroom discussions or quizzes).
- Provide opportunities for students to think aloud while they work.
- Share and discuss formative assessment data results with students.
- Instruction during the intervention should be explicit and systematic.
- Interventions should include instruction on solving word problems that are based on common underlying structures. This includes instruction on how to reading math problems.
- Be intentional regarding teaching students the eight Standards of Mathematical Practices.
- Increase opportunities for productive student discourse.
- Provide explicit instruction on writing in mathematics. For example, explaining answers and the processes taken to answer mathematical problems in writing.
In addition to the CPM resources below, we also offer the Math Tutorial Lab courses to support students with their middle school math courses. For information on the tutorial labs and to view the curriculum maps, please visit the middle school tutorial lab page.
Grade Level |
Program/Resource |
Description |
Supports Provided |
---|---|---|---|
6-8 |
College Preparatory Mathematics (CPM) | Three years ago, John Muir MS adopted CPM as the Mathematics core curriculum. The program comes with ancillary intervention resource. |
Additional resources are available to support both students, parents and teachers. These resources include eTools and videos, homework help, resource pages with a toolkit, and a parent guide with extra practice. Most of these resources are also available in Spanish in addition to English. |
Standards for Mathematical Pracitce
CPM Study Team Roles and Team Support
Resource Manager: • Gets necessary materials and supplies for the team and makes sure that the team cleans up at the end of the period. • Manages non-material resources for the team, seeking input from each member. • Calls the teacher over when the whole team has a question. |
Facilitator: • Helps their team get started by having someone read the task aloud. • Makes sure each person understands the task and knows how to get started. • Makes sure everyone can explain the team’s answer. |
Recorder/Reporter: • Shares team’s results with the class. • Serves as a liaison with the teacher during a ‘Huddle.’ • Makes sure each team member records the work. • Organizes the team presentation and assigns the parts for the presentation. |
Task Manager: • Keeps the team focused and on task discussing math. • Intervenes if anyone is off task. • Articulates the reasons behind the math statements that the team makes by repeating what the team is saying. |
username: studyteams password: studyteams
Team Support | Study Teams | Using Study Teams for Effective Learning |
Team Work | Teaching students how to work in teams. | |
Student Roles | A description of four specific team roles and the student responsibilities for each. | |
Norms | Norms for student interaction in study teams. | |
CPM Text | Using the CPM text and resource materials with study teams. | |
Teacher Interaction | Teacher interaction and intervention with study teams. | |
Team Logistics | Organizing the classroom for study team interactions. | |
Strategies |
A list and description a many study team and teaching strategies. |
Sample CPM Lesson Plans
Assessments
Assessment | Guidebook | Philosophy and guide for formative and summative assessment. |
Individual Tests | Recommendations for Individual tests. | |
Grading/Scoring | A variety of ideas for approaching grading and scoring. | |
Team Tests | Reasons for providing team test opportunities and how to develop team tests. | |
Participation Quizzes | A description of participation quizzes and how to implement them. | |
Student Presentations | Ideas for student presentations. | |
Classroom Observations | Formative assessment through classroom observations | |
Portfolios/Homework | Discussion of the use of portfolios/homework for student learning. |