CPM Course 2 Curriculum Guide

CPM Course 2 Curriculum Guide

Teaching Tips:

●FOCUS on the CORE PROBLEMS in EVERY LESSON.

●Practice Team Roles frequently, use the discussion guide cards to help students with their roles.

●Use GRR (Gradual Release of Responsibility: I do, we do, you do) at the beginning of the year to help students access curriculum. The first problem in each section is a good one to guide your students through before group work.

●It is important to read the lesson ahead of time and watch the videos in the ‘Teacher Notes’ tab on your online edition to understand common mistakes and the learning objectives of each lesson.

●Review the ‘Teacher Notes’ in the ‘Opening’ section in the online edition before every chapter. It gives a great overview of the chapter’s essential learnings, materials needed, and suggested days for each lesson.

●Preview the problems ahead of time to be prepared to ask thoughtful questions and keep the students on task.

●Assign homework (Review and Preview) for the lessons and direct students to the cpm homework help for support (online 24/7).

●Its a good idea to create a homework key (with work shown) and pass out to your students to review at the beginning of each day.

●CCSS standards identified below are by Chapter, not by specific lesson. The ‘Teacher Notes’ tab for each lesson has the standard specific to the lesson.

●Use the student toolkit to enter notes and learning log entries for the curriculum. Use your Constructing Meaning sentence frames to help students with their learning log entries.

●Lessons in BOLD below are essential lessons in the Chapters. You can make amendments and substitute other lessons provided you cover the standards outlined. However, there are key CPM strategies essential to fundamental concepts: the Giant One, generic rectangles, line diagrams, diamond problems, 5D process, number webs and Algebra Tiles that should be mastered.

●Integrate MARS Tasks or other multi-step complex problems throughout instruction to expose students to performance type inquiries. Some suggested tasks are: MARS Cat Food, MARS sweater discount problem, MARS Toy Train, MARS What Age am I, MARS Duck task, MARS Baseball Jerseys, extend the pattern problems and Problems of the Month.

●Use the Checkpoint Quizzes and Problems to assess mastery of content as the curriculum spirals throughout the year.

BOLD indicates critical lesson

* indicates optional lesson

Section / Lesson / Dates / Notes / Extensions/Supports
7.SP.5,6,7ab,8a
CC2
1.1 / 1.1.1
1.1.2
1.1.3
1.1.4
1.1.5* / 8/28/15 through 9/18/15 / Section 1(1.1.1 through 1.1.5) is an introduction to the course that provides great teamwork lessons that are a preview of standards for the year. Use them to practice the team roles and get a sense of the program.
You may skip 1.1.5 or substitute a lesson. Lessons 1.2.4 and 1.2.6 are optional review lessons on fraction facts.
Section 2 (1.2.1 through 1.2.8) of the Chapter covers probability, you aren’t aiming for mastery of the content it spirals back in Chapter 5. / Use the Chapter closure activities to help review. Section 1 of the closure is usually an interactive activity to review a key concept, and Section 2 has practice problems for students.
Section 2 of the Chapter reviews fraction facts in the context of probability, you can support those fraction facts through iReady lessons or other activities.
CC2
1.2 / 1.2.1
1.2.2
1.2.3
1.2.4*
1.2.5
1.2.6*
1.2.7
1.2.8
7.NS.1b,d,2a,d
CC2
2.1 / 2.1.1
2.1.2 / 9/21/15 through 10/9/15
iReady Diagnostic Due 9/25/15 / Chapter 2 focuses on modeling number operations and introduces students to ‘Cecil’ on the tightrope. The acrobat is a recurring theme through this course to help students understand number operations.
Section 3 (2.3.1 through 2.3.2) introduces the coordinate plane and graphing. This section spirals in Chapter 4 so mastery is not essential at this point. / Students tend to be weak on the coordinate plane. Consider assigning some iReady lessons or doing interactive activities on the coordinate plane, graphing and creating appropriate intervals with data.
CC2
2.2 / 2.2.1
2.2.2
2.2.3
2.2.4
2.2.5*
2.2.6
CC2
2.3 / 2.3.1
2.3.2
7.NS.1bd, 2bcd, 3
CC2
3.1 / 3.1.1
3.1.2 / 10/12/15 through 10/29/15 / Chapter 3 delves into integer operations. Students undertake substantial modeling and inquiry into working with integers.
You may consider skipping 3.3.3 on arithmetic properties and providing another activity.
Students will continue to practice integer skills through homework but will not receive any more direct instruction via CPM curriculum after this chapter. / Students are immersed in number sense in this Chapter. Consider more integer activities, number games and supplemental lessons on integer operations.
CC2
3.2 / 3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
CC2
3.3 / 3.3.1
3.3.2
3.3.3*
7.G.1, 7.RP.1, 2a-d, 7.EE.1
CC2
4.1 / 4.1.1
4.1.2* / 10/30/15 through 11/24/15
CPM Benchmark #1 Due by 12/18/15 / Chapter 4 is an incredibly important chapter that covers key concepts for 7th grade CCSS. Focus your efforts on this chapter and preparing students for the CPM assessment as well as iReady benchmark 1.
You may want to skip the 4.1.2 lesson on scale drawing due to complexity, but be sure to substitute an alternate lesson as this concept is key to the 7th grade.
Section 2 (4.2.1 through 4.2.4) is a great explanation of proportional relationships.
Section 3 (4.3.1 through 4.3.3) introduces students to algebra tiles through finding area and perimeter. Build these skills to help prepare them for Chapter 6. You can provide 1 set per team to keep track of them, or 1 per partner pair. / You may consider including more activities/lessons on simplifying expressions and combining like terms before the winter break.
Also consider assigning some iReady lessons on expression and equations.
You may also want to frontload some Geometry since SBAC is heavy on geometry and CPM doesn’t cover it until Chapter 9.
CC2
4.2 / 4.2.1
4.2.2
4.2.3
4.2.4
CC2
4.3 / 4.3.1
4.3.2
4.3.3
7.SP.6, 7ab,8a-c, 7.EE.3, 7.RP.2d
CC2
5.1 / 5.1.1
5.1.2 / 1/4/16 through 1/27/16 / In Chapter 5 students are introduced to the line diagram to model part/whole relationships. It is a new way of looking at problems and some students may struggle with the change. Provide lots of scaffolding and examples for them. Mastery is not expected at this point.
At the end of Chapter 5 students complete all probability standards, there should be mastery at the end of this chapter.
The 5D process is introduced in this Chapter and is a good scaffold for solving complex word problems.
You may skip 5.2.2 (simulated computer probability) you need laptops. / You may consider assigning more iReady measurements and data lessons to prepare students for the upcoming statistics chapter.
Supplemental lessons on percents through iReady or other resources are also helpful to reinforce skills in this Chapter.
CC2
5.2 / 5.2.1
5.2.2*
5.2.3
5.2.4
5.2.5
5.2.6
CC2
5.3 / 5.3.1
5.3.2
5.3.3
5.3.4
5.3.5
7.EE.3,4ab
CC2
6.1 / 6.1.1
6.1.2
6.1.3
6.1.4 / 1/28/16 through
2/29/16
iReady Benchmark #1 Due 2/5/16 / Chapter 6 is key for algebra standards.
Section 1 (6.1.1 through 6.1.4) is an extension on their work with algebra tiles in Chapter 4 and introduces using mats with tiles, e.g. comparison mats, equation mats, inequality mats. Students struggle with the idea of inequalities (having more than one possible solution). By the end of the chapter students are more equipped to solve both equations and inequalities.
Section 2(6.2.1 through 6.2.7) is essential to building algebraic skills and is taught through the use of algebra tiles. Provide students with support to transition from the tiles to the formal notation. Consider using a T chart (algebra wall) to mirror steps on both sides of the problem. / The progression in this Chapter can be difficult because solving inequalities is a bit more complicated than solving equations and students sometimes struggle with the order in which the content is structured. Some teachers considered reorganizing the chapter to complete Section 2 before doing an abridged version of lessons on solving inequalities. If you alter the order, be sure to still teach students how to use the mats with the algebra tiles.
CC2
6.2 / 6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
6.2.6
6.2.7
7.EE.2, 3, 4a, 7.RP.2d
CC2
7.1 / 7.1.1
7.1.2
7.1.3
7.1.4*
7.1.5*
7.1.6*
7.1.7
7.1.8 / 3/1/16 through 3/18/16 / Chapter 7 involves solving equations with fraction and decimal coefficients and solving proportions. The series 7.1.4 through 7.1.6 explores the concept of fraction busters to solve equations with decimal and fraction coefficients. You may want to summarize, skip, or change these lessons to provide more guided instruction on solving these type of equations. Fraction Busters was a complex concept to master, just introduce it but it doesn’t have to be mastered.
Lesson 7.1.1 is about D=RT but many of us struggled with the wind up toys, you may want to substitute a different D=RT lesson. / Consider using iReady lessons for solving equations with decimals and fraction coefficients.
Continue providing opportunities for exposure to Geometry , Measurement, and Statistics in preparation for SBAC.
CC2
7.2 / 7.2.1
7.2.2
7.SP.1-4, 7.G.2,5
CC2
8.1 / 8.1.1*
8.1.2 / 3/21/16 through 4/15/16
CPM Benchmark #2 Due 4/7/16 / In this Chapter you may consider adapting or substituting some lessons given testing requirements. 8.1.1 is a lesson that may be substituted with an activity that explores the concept of human error and its effect on data.
You may also combine Section 2 (8.2.1 and 8.2.2) into a lesson that explores representative samples and inference by picking only specific problems to review.
In Section 3 (8.3.3 and 8.3.4) students are using tools to build geometric shapes to specifications and they struggle with using protractors correctly. The Desmos tool is a little complicated and you should use it before deciding to integrate it in the lesson. / Consider integrating more GRR lessons in this section and reviewing central tendencies (Mean, median, mode) as well as how to build and read box and whisker plots as part of this Chapter.
You may want to assign measurement and statistics lessons in iReady to help with building skills on using tools, and conversions.
CC2
8.2 / 8.2.1
8.2.2*
CC2
8.3 / 8.3.1
8.3.2
8.3.3
8.3.4
SBAC
Preparation and Review
Assessments
SBAC Window 4/6 through 5/28 / 4/18/16 through
4/29/16 / Use this time to prepare and/or catch up on the curriculum guide. Prepare your students for performance tasks. / Keep integrating Geometry lessons in iReady and other activities. The next Chapter will focus on these concepts.
7.G.3,4,6
CC2
9.1 / 9.1.1
9.1.2
9.1.3 / 5/2/16 through
5/27/16
iReady Benchmark #2 Due 6/6/16 / In Section 1 (9.1.1 through 9.1.3) you explore circle measurements. The bubble activity is great. Consider supplementing these lessons by assigning iReady specific lessons after the CPM lesson.
You may want to skip 9.2.2 (cross-sections) and instead discuss as a class then assign the iReady Cross-Sections lesson. You may also want to make some changes to 9.2.1 if you don’t have access to cubes, or substitute it for another Surface Area and Volume lesson. The Chapter closure for Chapter 9 is after Section 2. You can administer the assessment without completing Section 3.
Section 3 (9.3.1 through 9.3.2) are all closure activities that summarize key concepts of the curriculum. You can redact or amend them as you like. / Consider doing some of the Puzzle Activities at the end of the year with students. The problems are in the Puzzle Investigator ‘PI’ section of the book.
Still use your scaffolding ideas for formulas, e.g. A=Apple Pie’s r 2
C=
Cherry Pie’s Delicious
are all helpful to students in this section to help memorize formulas.
CC2
9.2 / 9.2.1
9.2.2*
9.2.3
9.2.4
CC2
9.3
(Closure Activities) / 9.3.1*
9.3.2*
9.3.3*

Attachment 1: On the following page is an example of how classwork was organized in a notebook. Students struggle with the concept of problems with subquestions. For example Problem 1-64 has questions a through d, so to address this confusion we would organize our notebooks using a Cornell structure where the Questions and subquestions were identified on the left, and the solution and work was shown on the right of an indenture.