CPM Course 1
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:-----, 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
6.G.1, 6.SP.4
CC1
1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
8/28 through
9/16
(12 days)
6.NS.4, 6.EE.1
CC1
1.2
1.2.1
1.2.2
1.2.3
1.2.4
Section 1 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
In Section 2 students will decompose
quantities into sums of multiple parts
and represent them with words,
symbols, and diagrams.
Use the closure activities to
help review. The Section
Closures are usually an
interactive activity to review
a key concept. Students
are not expected to show
mastery of concepts, but
you may use their skills to
scaffold future lessons in
reasoning, data analysis,
and displays of data.
Materials needed: small
sticky notes, poster paper,
markers, sticky dots, square
tiles, toothpicks, two pounds
read and white beans, two
wide mouth jars, small
scoop, small paper cups,
pennies, ziplock baggies,
and colored pencils.
Chapter Closure
9/17-9/18
The three Chapter Closure activities
may vary by level of difficulty.
There are three Chapter
Closure activities. It is not
recommended that you do
all of them.
Chapter Assessment
9/18
CHAPTER 2
6.SP4
CC1
2.1
2.1.1
2.1.2
9/21
through
10/5
(11 days)
Section 1: Students will learn several
ways to represent data and make
justified statements about how
accurately class was able to determine
length of 1 minute without a clock.
If students have difficulty
visualizing shapes, see
“Universal Access” in
Teacher’s Edition for
suggested strategies.
Mathematical vocabulary is
at the end of the chapter in
your binder.
Provide sentence starters
for the Learning Log.
6.G.1
CC1
2.2
2.2.1
2.2.2
2.2.3
Section 2: Students will measure area
using different units, learn about
perimeter and its relationship to area,
and why standard units are useful.
Materials needed for the
lesson are found in the
Resource Pages of the
teacher’s binder. Be sure to
prepare these IN
ADVANCE..
6.EE.3, 6.NS.4
CC1
2.3
2.3.1
2.3.2
2.3.3
2.3.4
Students use rectangles to multiply.
Concepts include Greatest Common
Factor and Distributive Property.
Prepare materials in
advance. Base 10 Blocks
are online at CPM. Posting
multiplication table on the
wall may be helpful to some
students. Helpful to
deconstruct the term “GCF”.
IReady Diagnostic
Due date
9/25
Chapter Closure
10/6-7
Determine which activity is
best for your students.
Chapter Assessment
10/8-9
It is strongly recommended
The window opens 2 weeks prior and
students have 7 days to complete.
that more than half of each
individual test be composed
of material from previous
chapters. Students are not
expected to reach mastery
too quickly.
CHAPTER 3
6.RP.3c, 6.NS.3c, 6.RP.1
CC1
3.1
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6
6.NS.5, 6, 6a, 6.NS.4,
6.NS.6c, 6.NS.7a, 6.NS.7b,
6.NS.7d., 6.NS.7c, 6.NS, 6b,
6.NS.8, 6.G.3
CC1
3.2
3.2.1
3.2.2
3.2.3
3.2.4
10/12 10/28
(13 days)
Chapter Closure
10/29 - 11/2
Chapter Assessment
11/3-4
This section begins with percents,
decimals, and percents and explores
equivalent representations of portions.
Focuses on number line, absolute
value, and finding length of line
segments on a coordinate graph.
Vocabulary for the chapter
is found at the end of
Chapter Closure in
Teacher’s Edition.
Team tests cover more challenging
materials and ideas than in individual
tests.
Length of activities will vary.
Using variables is a focus but is
intended to be an informal introduction.
You can use toothpicks or
straws for unknown lengths.
CHAPTER 4
6.EE 2a,2c,4,6
CC 1
4.1
4.1.1
4.1.2
4.1.3
11/5 - 11/29
(10 days of
instruction)
6.RP 1
CC 1
4.2
4.2.1
4.2.2
4.2.3
4.2.4
Section 1: This is an introduction to
variables. Students return to this in
Chapters 6 and 7. Students will write
and learn about equivalent expressions.
They will work in teams to find
strategies for representing and finding
unknown lengths.
See the Mathematical
Vocabulary at the end of the
chapter in the teacher’s
binder Check the Resource
Page for materials needed.
Section 2: Students will enlarge and
reduce figures while maintaining their
shapes and how to use ratios to
describe relationships between shapes
of different sizes.
Prepare materials IN
ADVANCE.
You may want to include a
Constructing Meaning
strategy for clarifying the
terms variable and
expression.
You might give a
Participation Test.
Use Learning Log prompts.
Chapter Closure
11/20
Chapter Assessment
11/23
CPM Benchmark
11/24
Individual and/or team tests
CHAPTER 5
Prep for 6.NS1 in section
6.6.1
CC 1
5.1
5.1.1
5.1.2
5.1.3
5.1.4
11/30
through
12/16
(13 days)
Multiplication of fractions, decimals, and
mixed numbers. Use area models to
solve multiplication problems. Develop
and apply a standard algorithm.
6.RP 3, NS3, prep for
6.NS.1
CC 1
5.2
5.2.1
5.2.2
Multiply fractions, decimals and
percents. Assess reasonableness of
answers.
6.G.1
CC 1
5.3
5.3.1
5.3.2
5.3.3
5.3.4
Formulas for finding the area of
parallelograms, triangles and trapezoids
are developed. Students decompose
shapes.
Chapter Closure
12/17
through
12/18
Mid-Course Closure
Use the dynamic tool. Area
Decomposer and
Trapezoid Decopomposer
at www.cpm.org/technology
Opportunity for both
Chapter Course and MidCourse reflection. Note
vocabulary at the end of the
chapter.
Provides closure for Chapters 1-5. Two
activities that require students to
connect skills and ideas from different
strands of the course.
CHAPTER 6
6.NS1,2
CC1
6.1
6.1.1
6.1.2
6.1.3
6.1.4
1/4
through
1/27
Section 1: Students will begin looking at
integer division using diagrams and
other strategies to divide something
equally among different numbers of
groups. They will divide fractions and
mixed numbers and use knowledge of
division to solve problems.
Algebra Tiles will be needed
for the activities in this
chapter. You may want to
introduce their use.
Students can use paper
tiles at home. See template
in Resources Pages
See the strategy Circling the
Terms in Teacher’s Binder.
See the Resource Materials
at the end of the Teacher’s
Edition binder.
Note new vocabulary.
6.EE 1, 2b,2c, 3, 4, 6
CC1
6.2
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
Chapter Closure
1/28
Chapter Assessment
1/29
Section 2: Using algebra tiles, students
use knowledge of area and perimeter to
develop skills of building expressions
and combining like terms. They will
simplify and evaluate expressions for
given values.
Note Core Problems.
Section 1: Compare ratios and rates
using different representations such as
numbers, tables, and graphs. Rewrite
ratios so they can be compared more
easily.
Colored pencils or markers
will be needed.
Section 2: Extend understanding of
division with fractions to include mixed
numbers and decimals and develop
efficient methods for doing so.
Moving from diagrams and
reasoning to algorithms.
A calculator is not
necessary.
If you use the Dynamic Tool
for 6.2.5, make sure the
technology is working. Use
it for a demonstration.
Once students learn how to
use the physical tiles they
can move to the digital
version.
CHAPTER 7
6.RP2, 3a, 3b
CC 1
7.1
6. NS 1, 3
CC 1
7.2
7.1.1
7.1.2
7.1.3
7.2.1
7.2.2
7.2.3
7.2.4
2/1
through
2/26
(15 days)
6.EE 2a, 5,6,7,8
CC 1
7.3
7.3.1
7.3.2
7.3.3
7.3.4
Section 3: Use symbolic manipulation
skills, such as simplifying, combining
like terms, distributive multiplication
across addition, and making zeros as
you play math tricks.
IR Benchmark
Due by 2/5
Chapter Closure #2
2/29 - 3/1
CPM Benchmark
3/2
Class set of Algebra tiles
needed. Students transition
from visual representations
to writing algebraic
expressions.
Two week window. Students have 7
days to complete.
CHAPTER 8
CC 1
8.1
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
3/3 - 3/22
(14 days of
instruction)
Section 1: Introduces box plot to
represent data, learn which
representation and which measure of
central tendency best help you compare
sets of data. Look at the spread and
shape of the data.
Be sure to review the Dynamic Tool
before the lesson 8.1.2. You will need
the internet and projector.
CC 1
8.2
8.2.1
Section 2: investigate statistical
questions and how to write them.
CC 1
8.3.1
Section 3: Use relationship between
Students need to continue
to attend to precision.
Number line is needed that
can be extended. Lots of
new vocabulary introduced
with the use of personal
dictionaries.
Problem 8-6 is a challenge
and may not be appropriate
for all students.
You will need sticky dots for
8.1.1.
Remember to use sentence
starters.
8.3
8.3.2
8.3.3
distance, rate, and time to solve word
problems. Compare rates using different
units and determine the rate conversion
that is necessary.
IR Progress Monitoring
Due 3/18
Chapter Closure
3/23 - 3/24
Chapter Assessment
3/24
CHAPTER 9
6.G 2,4
CC1
9.1
9.1.1
9.1.2
6.RP3c
CC 1
9.2
9.2.1
9.2.2
9.2.3
9.2.4
Chapter Closure
4/5
through
4/29
Section 1: Students will earn about
volume and surface area, develop
strategies for finding volume and
surface area of prisms by building 3-D
rectangular prisms. Visualize shapes
using nets.
Section 2: Calculate percents to solve
problems involving tips, interest, sale
prices, and discounts.
Work with teams to solve challenging
problems using what has been learned
throughout the course. Reflect on your
learning and how you have been
thinking as you solved problems
throughout the year.
Need about 30 small cubes
per pair of students. Small
empty cardboard box
(tissue or cereal box) cut
apart and then taped back
together. Scissors, rulers,
small cubes, colored
pencils.