Skip to main content
Side panel
CPM Professional Learning Portal

Professional Learning Portal
  • You are not logged in. (Log in)
  • Home
  • Live Events Schedule and Registration
  • On-Demand Modules
  • 2023 Teacher Conference

CPM On-Demand Modules

Skip CPM On Demand Catalog
CPM On Demand Catalog
  • Foundations for Implementation Modules
  • Other Self Enroll Modules
  • FAQ
Foundations for Implementation Series
In-Person Learning Events Virtual Learning Events
Summer Introduction to Foundations
On-Demand Module		 Introduction to Foundations
On-Demand Module
Days 1-3
Live Learning Event		 Sessions 1-6
Live Virtual Learning
Instructional Modules (IM)
On-Demand IM 1-3 (remaining activities)		 Instructional Modules (IM)
On-Demand IM 1-3
Content Modules (CM)
On-Demand CM 1-2 (remaining activities)		 Content Modules (CM)
On-Demand CM 1-2
School Year Days 4 and 5
Live Learning Event		 Sessions 7-10
Live Virtual Learning
Instructional Modules (IM)
On-Demand IM 4-5 (remaining activities)		 Instructional Modules (IM)
On-Demand IM 4-5
Content Modules (CM)
Any 4 additional On-Demand CMs		 Content Modules (CM)
Any 4 additional On-Demand CMs

  • Be transparent with students about the purpose of team roles.
  • Have clear expectations and establish team learning agreements that you revisit frequently.
  • Provide feedback to teams in a variety of ways on how to improve their collaboration.
  • Reinforce your expectations and highlight the team learning agreements you want teams to work on by using the STTS “Participation Quiz”. 
  • Consider displaying the teamwork rubric on desktops for the students to see and self-assess. 

Where can I go for more information?  
Teacher Transparency Article and Team Support Tab in ANY eBook with downloadable resources (Teacher → Team Support → Team Resources)

  • Introduce students to the team roles as soon as the first day of class.  Then assign them for the first lesson or even during team building and when going over classroom expectations.
  • At the beginning of the school year, you may choose to highlight the different roles so students can learn and become familiar with each role. As a result, you can decide whether changing roles more or less frequently is helpful. 
  • There is no CPM way.  Some teachers change teams at the beginning of each chapter with the flexibility to change sooner if needed.
  • Current research says changing groups daily over time increases willingness to collaborate, eliminates social barriers, increases knowledge mobility, increases enthusiasm for mathematics learning, and reduces social stress (Liljedahl, 2021).


Where can I go for more information?
Try Picker Wheel to create visibly random teams in your classroom.  

Navigate to the Team Support Tab in ANY eBook where you can find downloadable resources including team sort ideas, table tents, team roles placemat, teambuilders and more (Teacher → Team Support → Team Resources).

Where can I go for more information? 
The Teacher Toolkit Module is an additional on-demand module that provides information on and support for collaboration within your classroom.  

  • Team roles can be changed as often as you like, including but not limited to: daily, weekly, with each chapter, etc.
  • As the year goes on and you get to know your students and what works best for them, it is recommended to change the team roles as you see fit for your class and your teams.
  • There are numerous ways to assign roles including, but not limited to: numbered heads or a deck of cards—see eBook for more ideas.

Where can I go for more information? 
Try Picker Wheel to create visibly random teams in your classroom.  Also, go to the Team Support Tab in ANY eBook with downloadable resources including
Team Sort Ideas (Teacher → Team Support → Team Resources).

  • If your teams of four are not working, consider using a Participation Quiz to provide teams feedback.  
  • Students may not be ready yet for teams of four. Some classes, or some students, might benefit from working in pairs, or teams of three, before progressing to teams of four. That is perfectly okay. When students begin working well in pairs, or teams of three, try teams of four again.  It is important to teach students how to work together, and provide the feedback.  

Where can I go for more information?  
Check out the Team Support Tab in ANY eBook where you can find: 

  • Teamwork Rubric developed by the CPM Teacher Research Corps (Teacher → Team Support → Working in Teams).
  • Information and a video on using a Participation Quiz to provide feedback to teams (Teacher → Team Support → Participation Quiz), and other Team Resources and ideas.

For small class sizes, look to see if teams of 3 work better. 

  • Consider creating teams of 3 - teams of more than 4 are not recommended.  Have one student take on two roles or have the three students divide the responsibility of the missing role.
  • With a class size of 10, consider creating a group of 4 and two groups of 3. That way when you circulate, you have only three teams to visit. This creates the ability to circulate with the 3 pass promise much quicker and be able to get to your groups more frequently.
  • For class sizes that are 6 or smaller, we suggest looking at what works best for you. You could do two groups of 3, which really helps but might only give you two groups to compare work with. However, if you chose to do three groups of 2, you may circulate more, but you have three teams to share out.
  • For groups with 3 or less, keep it to one team and you can serve as a team member that helps promote learning. 

When working with small group sizes, you may have to adjust the Study Team and Teaching Strategies slightly. You might find yourself using the Gallery Walk, Swapmeet, Traveling Salesman, or Proximity Partners STTS a bit more so that students can have a chance to work with other groups, for example.

Where can I go for more information?  
CPM May 2019 Newsletter pages 1 & 2—Tiny Teamwork: Using CPM Strategies in Small Classroomsby Gail Anderson.

When planning your day, use the Launch-Explore-Closure (LEC) lesson structure. A typical day includes a LAUNCH to begin the lesson, a portion of time where your students EXPLORE in teams, and ends with CLOSURE. To keep your lessons focused, consider using systems that support:

  • keeping track of time, 
  • circulation, 
  • use of pocket questions, and
  • formative assessment of students.

Where can I go for more information? 

  • The Teacher Toolkit Module is an additional on-demand module that provides information on and support for collaboration, pacing, and routines within your classroom.
  • Consider working through Instructional Module 3 - Intentional Planning for more information.

In your eBook go to (Teacher Tab → Course Preparation  → Materials).  Here you will find a list of general supplies and manipulatives specific to your course and lessons.

Where can I go for more information? 
If you're looking to order all of the materials for your course, Core Matters is a family-run business dedicated to providing materials for a reasonable cost when you teach using the CPM Educational Program student-centered curricula. Feel free to explore their pre-packaged offerings, or contact them with special requests.  

  • Use the Course Planning Timeline provided in the eBook.  To access the timeline, log in to your eBook and go to the (Teacher Tab → Course Preparation  → Timeline).
  • Block Schedule has a separate pacing guide available in the eBook under (Teacher Tab → Course Preparation → Block Schedule).

Where can I go for more information?  
In the eBook for each course, under the chapter 'Opening' for each chapter, go to the Teacher Notes tab for details in the Chapter Outline.

The Teacher Notes of each lesson provide suggestions for length of the lesson overall,
as well as its parts.  Most lessons are designed for one class period.  The Teacher Notes have more details, and some lessons are suggested as multi-day lessons.  

Lesson plans are your processing of the lesson and your preparation (i.e. timing, choosing core problems, deciding which STTS to use, anticipating potential misconceptions and how you will address them, identifying specifics for each team role, etc.).  The CPM Lesson Planning Template provides a suggested structure for planning.
However, the Teacher Notes have all the resources, suggestions and support that you will need to be successful - including standards, lesson  mathcast videos, resource pages, STTS suggestions, potential points of confusion, and closure strategies.

  • It is more important to implement lesson closure than it is for every team to complete every core problem.  
  • Follow the Suggested Lesson Activity in the Teacher Notes.
  • Use a timer to support pacing students through problems or an alarm to indicate when you want to start closure at the end of each class period.

  • Be transparent with students about needing time and have them support their team and the class to ensure time for closure.

Where can I go for more information? 
The Teacher Toolkit Module is an additional on-demand module that provides information on and support for collaboration, pacing, and routines within your classroom.

Brain Break ideas can be found in your eBook. To access the slides and example brain breaks, log in to your eBook and go to the (Teacher Tab → Team Support  → Team Resources).

Do you have ideas to add?  
Submit your ideas to share with other teachers through our website, also linked at the top of your eBook under the "CPM Links" dropdown.

  • Be mindful and intentional about assigning teams.  It is important that you know your students and create teams accordingly.  Build your teams with all types of learners within a team so that they can learn from one another.   
  • Consider utilizing the idea of "Rough Draft Talk" to mitigate student status, foster a culture supportive of intellectual risk taking, promote the belief that learning mathematics involves revising understanding over time, and raise student status by expanding on what counts as a valuable contribution (Rough-Draft Talk in Mathematics Classrooms, 2017, Jansen et al.).
  • A pocket question from the teacher, or a quick Study Team and Teaching Strategy may be all that is needed to increase access and collaborative discourse—consider using Reciprocal Teach, Pairs Check, or a Huddle.

  • It is important to support students with just-in-time support so that they can quickly engage with and access on-grade level mathematics.  
  • If there is a skill that students are going to need, spend a few moments with just-in-time instruction or adjust your circulation pattern and pocket questions to support them.  You may want to consider providing visuals,
    connections to past content, add context-building information or realia, manipulatives, etc.
  • A quick Study Team and Teaching Strategy may be all that is needed—consider using Reciprocal Teach, Pairs Check, or a Huddle.  

Make sure you are still using the Launch, Explore, Closure format. You might plan to build or highlight already existing review problems into the Launch portion of the lesson, or even highlight a few related Review & Preview problems.

Where can I go for more information?  

  • Another resource available to you and your students is the Supplemental Resources eBook that includes access to Skill Builders and Checkpoint Problems.  On your eBook landing page below all of your eBooks go to Supplemental Resources eBook (Teacher → Digital Resources → Skill Builders).
  • CPM has developed Inspirations & Ideas—a support course for students in CPM's Core Connections, Course 3 who sometimes struggle with mathematics.  For more information on these curricular materials and the corresponding Professional Learning visit our website.


You will likely change from year to year until you find something that works for you and fits the needs of your students.  Some ideas from teachers include the following:

  • Have students use two notebooks—one for classwork and one for the Review & Preview. 
  • Set up and help students organize interactive notebooks. 
  • Suggest that students use a graph paper composition notebook. 
  • Add tabs to the notebook to separate chapters, or to create a separate section for learning logs, vocabulary, or student-generated notes.

Where can I go for more information? 
Here are two Notebook Setup Examples used by CPM teachers:

  • Interactive Notebook Setup 

  • Sample Notebook Pages 


  • There is no one way to manage the Review & Preview problems, however Review & Preview is one component that supports students with the Mixed-Spaced Practice research pillar. It is important that students have an opportunity to regularly engage in these problems.
  • Collecting and grading the Review & Preview is a local decision, however CPM recommends that when reviewing student work, feedback should have purpose and be returned to students in a timely manner.  
  • Consider sharing the math authority by providing students time to self-assess or self-grade.  

Where can I go for more information? 
  • Instructional Module 2 (part of the Foundations for Implementation on-demand learning) is focused on Review & Preview.
  • Check out the Teacher Toolkit Module for more ideas. 

  • The lessons do not have time built in for the Review & Preview. It is intended for students to practice outside of the lesson structure/class time. However, at the start of the year, you may want to consider using some class time to model expectations for the Review & Preview, and appropriate use of the Homework Help website. 
  • The Review & Preview is typically done outside of the classroom time to support the Mixed, Spaced Practice Research Pillar. However, if your class times allow, feel free to use this as independent practice time. 

Toolkits are consumable items and working documents for student learning for the middle school courses (Core Connections Course 1, Course 2, and Course 3).  The tool kit includes space for learning log entries, all of the course's Math Notes boxes and images from the student edition.  This allows students to create personal reference tools and mark the text of their course's mathematical vocabulary. Toolkits are available for purchase through the CPM shop.
and are available for download in the eBook (Reference → Student Support → Toolkits)  

Where can I go for more information?  

  • Core Connections Course 1 (for purchase HERE) (for download HERE)
  • Core Connections Course 2 (for purchase HERE) (for download HERE)
  • Core Connections Course 3 (for purchase HERE) (for download HERE)

Digital Learning Logs are available for each course in the Supplemental Resources eBook. 


Where can I go for more information? 
After logging in at my.cpm.org select (eBooks → Supplemental Resources eBook→ Teacher Tab → Digital Learning Log).


There are several ways that you can access the CPM assessment bank:

  • After logging in to the CPM Mathematics Learning Platform at my.cpm.org, click on "Assessment."  
  • You can also access the assessment bank while in any ebook by going to the “CPM Links” dropdown at the top right by selecting 'Assessment.' 
  • Go directly to assessment.cpm.org and log in with your CPM login.


Where can I go for more information?   

  • Sample team and individual assessments are available in your eBook under (Teacher → Assessment → Sample Assessments) where you can copy and edit the test to meet your needs and on the CPM assessment bank website in both English and Spanish.
  • For additional support using the test bank, downloading tests, or accessing Precalculus and Calculus assessments, visit the assessment-related CPM Teacher Tutorials.

There is no “CPM way” to grade—it is up to you, your department, and/or your district to find what is best for your students.  It may take some time to transition from a traditional unit test model, to assessments that support the Mixed, Spaced Practice Research Pillar.  You can find more details in to your ebook under (Teacher Tab → Assessment → Guidebook) to read the CPM Principles of Assessment.

Where can I go for more information?     
  • Sign up for the Foundations for Implementation follow up professional learning event(s)—virtual Sessions 9 and 10, or in-person day 5—to learn more about formative and summative assessment.  
  • The following on-demand modules are also great resources to explore individually, or with your professional learning community:  Instructional Module 1 - Closure and Team Assessments and Instructional Module 5 - Assessment Practices. 
  • The Building on Assessment learning event is also offers virtual and in-person training to experienced CPM teachers that explores assessment at a greater depth.

In some schools, the bulk of a students’ grade is based on assessments that honor the idea of mastery over time. In your eBook for any chapter go to (Opening → Teacher Notes) and scroll down to the Suggested Assessment Plan.  You can use this plan, as well as the Chapter Closure problems, and Sample Assessments to help you make decisions on what to assess. The Individual Assessment should consist of approximately 40% new content (current chapter) and 60% review content (previous chapters or courses) to align with the Mixed, Spaced Practice research pillar.

Where can I go for more information?   
  • Sample team and individual assessments are available in your eBook under (Teacher → Assessment → Sample Assessments) where you can copy and edit the test
    to meet your needs and on the CPM assessment bank website in both English and Spanish.
  • For additional support using the test bank, downloading tests, or accessing Precalculus and Calculus assessments, visit the assessment-related CPM Teacher Tutorials.

It is important to give the team assessment before you switch teams as the existing teams have built trust and rapport, as well as mathematical knowledge while working together during the chapter. 

A "typical" end of chapter might include the following sequence of events:

  1. Team Assessment (still utilizing STTS, teacher circulation and feedback).

  2. At least one of the provided Chapter Closure options (i.e. Closure Problems in the book, a Portfolio entry, graphic organizer, concept map, etc.).

  3. Start the next new chapter with new teams including an Icebreaker for new teams to start to build trust and rapport with one another (consider the Pick Three STTS).

  4. Return the Team Assessment with descriptive feedback before the Summative Test (perhaps do an activity with favorite mistakes for student reflection).  

  5. Give the Individual Summative Assessment. Students take this test approximately one week after the Team Assessment so that they have had time to continue to practice concepts in the Review & Preview and have received feedback on the Team Assessment. 

  6. Return the Individual Assessment.  Be mindful that a teacher's descriptive feedback and a student’s opportunity to reflect on that feedback can have a much greater impact on student learning than just a grade.


Where can I go for more information?     
The following on-demand modules are also great resources to explore individually, or with your professional learning community:  
  • Instructional Module 1 - Closure and Team Assessments and 
  • Instructional Module 5 - Assessment Practices. 

Tips for Planning:

  • Ideally, you can plan collaboratively with your co-teacher/paraprofessional and co-facilitate the lesson using a variety of co-teaching models. 

  • Work through the lesson together in order to anticipate student responses and plan how you will structure the lesson including which Study Team and Teaching Strategies (STTS) you may want to use to support students and increase access to the mathematics.

  • Discuss and plan formative assessment (i.e. pocket questions) and consider what you will do as a team if the lesson goal is not met by all students. 

  • If you aren’t able to co-plan, establish a system for getting information about the lesson to your co-teacher so they can support you and students during the lesson.

Tips for Facilitating the Lesson:

  • All adults (teacher, co-teacher, paraprofessional, aide, etc.) circulate and use the pocket questions and a photocopy of the problems worked out, just as if you would with one teacher. 

  • If students are assigned an aide or paraprofessional to work one-on-one with them, request that person circulate between that team and one more near them.  This will allow the paraprofessional to share the math authority with students without
    taking over the thinking for any particular student.

Where can I go for more information? 

  • Self-enroll in the on-demand, self-paced, Introduction to Inclusion Modules.
    You can complete these independently, or as a professional learning community. 
  • *Note: More Inclusion Modules are being developed and released over time, so be sure to check back periodically for additional modules in the series.

Here are some suggestions and supports to consider for emerging multilingual learners:

  • There is a ‘Translate’ button at the top of all student ebooks.  You may want to consider modeling this for students by demonstrating how to copy and paste the text.  In Google Translate students can also select the speaker icon to listen to the text before or after translation.
  • Google extensions, such as Natural Reader Text to Speech, can be used to have the text read to students.  Again, you may want to model this with students initially.
  • Provide sentence stems for communicating within teams, some examples are listed in the eBook. (Teacher Tab →  Literacy).
  • Check out the Universal Access section in the Teacher Notes for each lesson, sometimes there are specific lesson tips listed there.
  • For general tips and information review the Universal Access Guidebook (Teacher Tab → Universal Access).
  • There is more information about supporting multilingual students in every eBook (Teacher Tab → Universal Access → EML Tab).

Do you have more suggestions?  
We welcome your expertise and ideas.  Submit your ideas to share with other teachers through our 
website, also linked at the top of your eBook under the "CPM Links" dropdown.  This information will then be accessible to other teachers via the Sharing Tab.

Dr. Lara Jaisen, CPM Head of Research, has a research brief on this exact topic that you can access a summary of here: CPM Intervention and Inclusion Executive Summary.

Where can I go for more information? 
Dr. Jaisen suggests the following as additional resources for you to explore including:
  • Rachel Lambert Resources
  • Katheryn Lewis Resources

Check out the following resources:
  • The CPM Website "For Parents" Section has "Help Your Student" with ideas for encouragement, questions to ask to help your student as well as "Parent Tips of the Week." There is additional information under the "Virtual Math Tools" and "Effective Learning Resources" as well.
  • The Homework Help Website with selected hints, answers, and eTools available for each course—also linked within the student eBook. 
  • List of Additional Resources includes a Parent Night Agenda, Template Presentation, Example Informational Meeting, and more.  
Where can I go for more information?  
  • For more planning resources and ideas, please check out the on-demand Public Relations Module. 
  • Utilize the Parent Guide available for purchase through the CPM shop and available for download in the eBook (Reference → Student Support → Parent Guide).

First, be transparent with parents and students. Use the resources to support explaining the pillars of CPM, share your experience with the research behind CPM, and why it works as well.  Feel free to directly share the research with families—accessible on our website.  

Host a Parent or Community night to give more information about CPM. Consider having visitors participate in a math problem collaboratively.

Where can I go for more information?  
For more planning resources and ideas, please check out the on-demand Public Relations Module. 

The Parent Guide resources are arranged by chapter and topic. The format of these resources is a brief restatement of the idea, some typical examples, practice problems, and the answers to those problems. 

The Parent Guide can be utilized in a variety of ways including but not limited to the following:

  • Share with parents throughout the year to support their student(s) with extra practice and a review of the content. 

  • Provide to tutors as a supplemental resource. 

  • Utilize this resource as a teacher or co-teacher for extra practice in your classroom. 

  • Resource for students when they are absent, or anticipate being absent, for a long period of time.  

  • Resources for substitute teachers or substitute teaching lesson plans.


Where can I go for more information? 
The Parent Guide is available for purchase through the CPM shop and available for download in the eBook (Reference → Student Support → Parent Guide).


Ideally, teaching CPM remotely, in a virtual setting, or in a socially distanced classroom includes the following:

  • Opportunities for students to collaborate with each other and engage in problem-based learning
  • Use of team roles and collaboratively created learning agreements
  • Use of Study Team and Teaching Strategies 
  • Launch-Explore-Closure lesson structure
  • Sharing math authority with students

Where can I go for more information?  

  • Please check out the Teaching CPM Remotely on-demand module. 
  • Go to ebooks.cpm.org and check out your Supplemental Resources eBook for resources and suggestions for the virtual setting.
  • Contracted support is available, please reach out to your Regional Professional Learning Coordinator.

  • We highly recommend implementing team roles in the virtual setting. Using Team Roles to structure lessons supports collaborative learning and reinforces your learning agreements and expectations. You can access a sample Task Card Template in the Supplemental Resources eBook. 

  • Study Team and Teaching Strategies (STTS) are an effective way to support team collaboration.   Modifications of STTS to use in virtual settings can be found in the Supplemental Resources ebook.

  • You may also find it helpful to complete the “Planning for Getting Started Remotely - Chapter 1” module in the Professional Learning Portal (professionallearning.cpm.org). Once you self enroll in the “ Welcome to Teaching CPM Remotely” module, you will automatically be enrolled in the “Planning for Getting Started Remotely - Chapter 1” module.

Where can I go for more information?  
Please check out the Support for Teaching CPM Remotely Module. 

Check out the “Remote Assessment” Tab in the  Supplemental Resources eBook which also links to some additional resources and portfolio templates.

The Supplemental Resources eBook that you have access to has curriculum modifications including a spreadsheet for each course with suggested prioritized problems that are best for various teaching situations. 

  • After logging into your eBook, go to the (Supplemental Resources eBook >Teacher > Curriculum Modifications)

  • You can also find samples, ideas, and supports for using Desmos in the Supplemental Resources eBook, including the CPM Remote Instruction Template.

Have your own Desmos lessons to share?  
Share your Desmos activities with other CPM teachers by completing this CPM Desmos Activities Form also available in your Supplemental Resources eBook.


Many teachers have suggested the following:

  • PearDeck
  • One Note
  • Explain Everything
  • Notability
  • Notes
  • Jamboard
  • Metamoji Note App
  • Nearpod
  • Flipgrid


Where can I go for more information?    
Please check out the Support for Teaching CPM Remotely Module. 


  • Module Type
  •  
  • Foundations for Implementation
  • Continuing Support
  • Card
  • List

About CPM

CPM’s mission is to empower mathematics students and teachers through exemplary curriculum, professional development, and leadership.

logo: MSA CESS

Connect with us

  • Facebook
  • Twitter
  • Newsletter Blog
  • Teacher Research Corps Blog
  • Slack for CPM Teachers
  • More Math for More People Podcast

Links

  • Event Registration
  • Why Choose CPM?
  • Professional Learning
  • Participant Handbook
  • Continuing Education Credit
  • Terms of Use
  • Privacy Policy

Need Help?

  • (209) 745-2055
  • support@cpm.org
  • Knowledge Base
  • Regional Contacts
  • Report a problem