John Muir Middle School

Mathematics

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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

     

Correlation to CCSS

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:

  1. Use of structured peer-assisted learning activities involving heterogeneous ability groupings.
  2. Use systematic and explicit instruction using visual and graphic representations.
  3. Modify instruction based on data from formative assessments of students (such as classroom discussions or quizzes).
  4. Provide opportunities for students to think aloud while they work.
  5. Share and discuss formative assessment data results with students.
  6. Instruction during the intervention should be explicit and systematic.
  7. Interventions should include instruction on solving word problems that are based on common underlying structures.  This includes instruction on how to reading math problems.
  8. Be intentional regarding teaching students the eight Standards of Mathematical Practices.
  9. Increase opportunities for productive student discourse.
  10. 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.

Grade 6

CPM Grade 7

CPM Grade 8

Finding Overlap in the Common Math, Language Arts, and Science Standards