About the College Preparatory Math (CPM) Curriculum
Curriculum for 5th Gifted, Middle School, and High School
Students in the 5th grade gifted classes and all middle and high school students in Champaign Unit 4 schools are now be using the CPM curricula for math. Students in this class will be taking Core Connections Course 1 (CC1), which is a 6th grade curriculum. Most students in our class will take honors math in 6th grade, which will be taught with CC2; a few may test into honors squared math class, which will be taught with CC3.
Parent Support webpage from CPM
About CPM
written by Danielle Boggs, math teacher at Franklin MS
The curriculum that we are using is called College Preparatory Mathematics. Go to www.cpm.org for more information. There is a parent section where you will find information about the design of the course, its research base, Parent Guides, Homework Help and much more. The classes are structured to actively involve every student in the process of learning mathematics. The problem-based lessons provide a balance of basic skills, conceptual understanding, and problem solving strategies. Each lesson has a mathematical objective and focuses on one or more of the mathematical practices. Homework (the “Review and Preview” sections) practice ideas from the current chapter and previous topics, but spread the practice over several days and weeks so that students have time to become proficient with ideas and skills. The course contains all of the content and practice standards that CCSSM requires, which in turn will be reflected in the new Common Core Assessments.
The most successful students are those who take responsibility for progress with their learning. Help your child build her/his self-motivation and develop good study habits, such as promptly doing homework, studying for tests/quizzes, taking notes during class, and constantly reviewing the course material. Encourage you child to ask for help if he/she is having difficulty. Read the “Note to Students” together. It follows the table of contents in the textbook.
Independent research about the value of having students struggle with challenging problems
Frequently Asked Questions about CPM
written by Brenda Linebaugh, math coach for Central York Middle and High School; York, PA
1) What is CPM?
CPM, or College Preparatory Mathematics, is the textbook series that we use from 6th grade up. The series uses a problem solving approach, with emphasis on the concepts of mathematics. Some philosophy points that are important for parents to know are the following:
a. Mastery takes time, effort, and support. Skills are developed over the span of a course, rather than in isolation. Concepts are revisited often to allow for practice and greater retention.
b. Students must be actively involved in their learning. Students often work together on problems. They must be generators of knowledge and not simply receptors. They are often required to think, as opposed to being told what to do.
c. Skill development is based upon problem solving and understanding. The structure of the lessons may remind parents of a science class, where students make a hypothesis, they test it, and then they make a conclusion. In these math lessons, students are often asked to do what they can, test their strategies, and then make conclusions about what works and why. Teachers guide the students along and summarize key points, to make sure students are making correct and mathematically valid conclusions!
2) Are the students always in groups?
No, students are in groups often, usually for at least a portion of every class period. Teachers balance group time based on the content of the lesson and the needs of the students. The purpose of group time is for students to bounce ideas off each other and to dialog about the mathematics. Teachers will facilitate whole group discussions when needed to model and to share strategies of a particular concept.
3) What are team tests?
Team tests are assessments in which the students work together as a group. Often, team tests are more challenging than individual tests. The problems are written to encourage students to think out loud and to discuss different strategies. It is important that students prepare for team tests as they would for an individual test, so they can contribute to their groups. Team tests do count as a grade, but not nearly as much as an individual test.
4) Why is the homework sometimes different than what they do in class?
The homework contains a review of past topics, to continue to keep skills fresh for students. The practice builds just as the concepts build, so it may not be evident in the homework right away. If your son or daughter needs more practice on a particular topic, practice problems can be found in the skill builders section and in the parent guide. These resources are online at www.cpm.org. Both resources contain information organized in boxes, examples, problems, and answers. They serve as great review and practice for tests and quizzes.
Students in the 5th grade gifted classes and all middle and high school students in Champaign Unit 4 schools are now be using the CPM curricula for math. Students in this class will be taking Core Connections Course 1 (CC1), which is a 6th grade curriculum. Most students in our class will take honors math in 6th grade, which will be taught with CC2; a few may test into honors squared math class, which will be taught with CC3.
Parent Support webpage from CPM
About CPM
written by Danielle Boggs, math teacher at Franklin MS
The curriculum that we are using is called College Preparatory Mathematics. Go to www.cpm.org for more information. There is a parent section where you will find information about the design of the course, its research base, Parent Guides, Homework Help and much more. The classes are structured to actively involve every student in the process of learning mathematics. The problem-based lessons provide a balance of basic skills, conceptual understanding, and problem solving strategies. Each lesson has a mathematical objective and focuses on one or more of the mathematical practices. Homework (the “Review and Preview” sections) practice ideas from the current chapter and previous topics, but spread the practice over several days and weeks so that students have time to become proficient with ideas and skills. The course contains all of the content and practice standards that CCSSM requires, which in turn will be reflected in the new Common Core Assessments.
The most successful students are those who take responsibility for progress with their learning. Help your child build her/his self-motivation and develop good study habits, such as promptly doing homework, studying for tests/quizzes, taking notes during class, and constantly reviewing the course material. Encourage you child to ask for help if he/she is having difficulty. Read the “Note to Students” together. It follows the table of contents in the textbook.
Independent research about the value of having students struggle with challenging problems
Frequently Asked Questions about CPM
written by Brenda Linebaugh, math coach for Central York Middle and High School; York, PA
1) What is CPM?
CPM, or College Preparatory Mathematics, is the textbook series that we use from 6th grade up. The series uses a problem solving approach, with emphasis on the concepts of mathematics. Some philosophy points that are important for parents to know are the following:
a. Mastery takes time, effort, and support. Skills are developed over the span of a course, rather than in isolation. Concepts are revisited often to allow for practice and greater retention.
b. Students must be actively involved in their learning. Students often work together on problems. They must be generators of knowledge and not simply receptors. They are often required to think, as opposed to being told what to do.
c. Skill development is based upon problem solving and understanding. The structure of the lessons may remind parents of a science class, where students make a hypothesis, they test it, and then they make a conclusion. In these math lessons, students are often asked to do what they can, test their strategies, and then make conclusions about what works and why. Teachers guide the students along and summarize key points, to make sure students are making correct and mathematically valid conclusions!
2) Are the students always in groups?
No, students are in groups often, usually for at least a portion of every class period. Teachers balance group time based on the content of the lesson and the needs of the students. The purpose of group time is for students to bounce ideas off each other and to dialog about the mathematics. Teachers will facilitate whole group discussions when needed to model and to share strategies of a particular concept.
3) What are team tests?
Team tests are assessments in which the students work together as a group. Often, team tests are more challenging than individual tests. The problems are written to encourage students to think out loud and to discuss different strategies. It is important that students prepare for team tests as they would for an individual test, so they can contribute to their groups. Team tests do count as a grade, but not nearly as much as an individual test.
4) Why is the homework sometimes different than what they do in class?
The homework contains a review of past topics, to continue to keep skills fresh for students. The practice builds just as the concepts build, so it may not be evident in the homework right away. If your son or daughter needs more practice on a particular topic, practice problems can be found in the skill builders section and in the parent guide. These resources are online at www.cpm.org. Both resources contain information organized in boxes, examples, problems, and answers. They serve as great review and practice for tests and quizzes.