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3 years of a 5-year sequence of college preparatory mathematics courses in English and Spanish.
- Core Connections Algebra
- Core Connections Geometry
- Core Connections Algebra 2
- Core Connections Integrated I, II, III
Questions? Contact our team!
Provide daily opportunities
for students
Curriculum Resources
Study Teams
eTools for Exploration
Learning Logs
MixedSpaced Practice with Homework Help
Math Notes
Checkpoints
Parent Guide
Lesson Mathcasts for Teachers
Study Teams
eTools for Exploration
Learning Logs
MixedSpaced Practice with Homework Help
Math Notes
Checkpoints
Parent Guide
Lesson Mathcasts for Teachers
Table of Contents
CC Algebra, CC Geometry, and CC Algebra 2
View Table of Contents in Spanish
CC Integrated I, II and III
View Table of Contents in English
View Table of Contents in Spanish
Correlations
CC Algebra
- CCSS Appendix A to Textbook CCA (PDF)
- CCA Text to CCSS Standards Traditional (PDF)
- Correlation CCA to CCSS Math Practices (PDF)
- Correlation of CCA to PARCC Model Framework (PDF)
CC Geometry
- Correlation of CCG to CCSS Appendix A (PDF)
- CCG Text to CCSS Standards Traditional (PDF)
- Correlation CCG to CCSS Math Practices (PDF)
- Correlation of CCG to PARCC Model Framework (PDF)
CC Algebra 2
- CCSS Appendix A to Textbook CCA2 (PDF)
- CCA2 Text to CCSS Standards Traditional (PDF)
- Correlation CCA2 to CCSS Math Practices (PDF)
CC Integrated I
- Correlation of INT1 to CCSS Appendix A (PDF)
- Correlation INT1 to CCSS Math Practices (PDF)
- INT1 Text to CCSS Standards (PDF)
CC Integrated II
- Correlation of INT2 to CCSS Appendix A (PDF)
- Correlation INT2 to CCSS Math Practices (PDF)
- INT2 Text to CCSS Standards (PDF)
CC Integrated III
- Correlation of INT3 to CCSS Appendix A (PDF)
- Correlation of INT3 to CCSS Math Practices (PDF)
- INT3 Text to CCSS Standards (PDF)
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Algebra Tiles Session
Used throughout CPM middle and high school courses
Concrete, geometric representation of algebraic concepts.
Two-hour virtual session,
Learn how students build their conceptual understanding of simplifying algebraic expressions
Solving equations using these tools.
Determining perimeter,
Combining like terms,
Comparing expressions,
Solving equations
Use an area model to multiply polynomials,
Factor quadratics and other polynomials, and
Complete the square.
Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..
This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.
Page 2 of theProfessional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.
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The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.
InBuilding on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my ownmath identityand cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how theirmath identityand mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the5 Practicesfor Orchestrating Meaningful Mathematical Discussions and curatestrategiesfor supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.
InBuilding on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle ofmastery over timeas well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will developstrategiesto monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.
InBuilding on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supportingproductive struggle, andfacilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the EffectiveMathematics Teaching Practicesincorporated through intentional and reflective planning.
