CPM Professional Learning Portal

Experience Desmos activities and eTools that support conceptual understanding

Understand the value and purpose of chapter 1

Deepen their own content knowledge

Math Agency is Math Identity in action and the presentation of one’s identity to the world.  

Mathematics identity includes beliefs about one’s self as a mathematics learner, one’s perceptions of how others perceive them as a mathematics learner, the nature of mathematics, engagement in mathematics, and perception of self as a potential participant in mathematics.

Research indicates that these eight practices need to be consistent components of every mathematics lesson

• Establish Mathematics Goals to Focus Learning
• Implement Tasks that Promote Reasoning and Problem Solving
• Use and Connect Mathematical Representations
• Facilitate Meaningful Mathematical Discourse
• Pose Purposeful Questions
• Build Procedural Fluency from Conceptual Understanding
• Support Productive Struggle in Learning Mathematics
• Elicit and Use Evidence of Student Thinking

Although a metacognitive approach is embedded throughout CPM's curriculum, many lessons in the Pre Calculus text contain specific prompts that encourage students to stop and reflect on becoming a better learner.

A reading strategy where group members read a text and then share individually for two minutes while other members listen attentively without comment or interruption. Pause for 30 seconds of silence to take in what was said. This is repeated and then a group discussion occurs referencing the comments that have been made and making connections between the responses.

Research says students learn ideas more permanently when they are required to engage and re-engage with those ideas for months or even years. 

Mixed, Spaced Practice is evident in a classroom when

• both individual lessons and chapters are followed, using suggested pacing. 
• Review & Preview problems are assigned and valued as an essential part of learning.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.