CPM Course 3
Curriculum Guide
Teaching Tips:
● FOCUS on the CORE PROBLEMS in EVERY LESSON.
● At the beginning of the year it is important to set up your students’ online accounts.
● Practice Team Roles frequently, use the discussion guide cards to help students with their roles.
● It is important to read the lesson ahead of time.
● Watch the Math Casts in the ‘Teacher Notes’ tab in the online edition to understand common mistakes, the learning
objectives of each lesson, and suggested team strategies for different problems.
● Review 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.
● Integrate MARS Tasks or other multi-step complex problems throughout instruction to expose students to performance type
inquiries. Some suggested tasks are: ---------● Use the Checkpoint Quizzes and Problems to assess mastery of content as the curriculum spirals throughout the year.
Section
Lesson
Dates
Notes
Extensions/Supports
8.SP.2
CC3
1.1
1.1.1
1.1.2
1.1.3
1.1.4*
8.EE.5
1.2.1
Preparation for 8.EE.7a, 1.2.2
8.EE.7b
CC3
1.2
8/26 through Use the CPM activities as
9/04
“getting to know you” activities.
This chapter will establish class
norms and provide an
opportunity to assess students’
skills. It will build teamwork.
Section 1 asks students to work
together and use various
problem solving strategies. It
focuses on the big ideas of
algebra.
In Section 2 students will use
what they know to solve
proportional problems. Activities
will build proportional reasoning.
1.1.1 This lesson may take two
days, considering the
presentations.
1-1 Model writing a story for one
example with the class.
1.1.2This lesson may take two
days, considering the
presentations.
1.1.3- consider bringing in
additional problems to provide
more practice for the 5-D
process.
1.1.4 This lesson may be
optional, but it should be noted
that it is referenced again in
Mathematical topics will be
introduced, but don’t expect mastery.
Useful strategies will be collecting
data, drawing a graph, finding
patterns, working backward, solving
equations and 5-D process.
Participation Quiz 1.1.1, 1-2
Student Presentations: 1.1.4, 1-24
Portfolio 1.1.2, 1-9
Chapter 7
Chapter Closure
9/8-9/9
There are often multiple options
for closure. You can do some or
all of them. Is it Proportional?
Part 1 could be a good activity
for one day, while the closure
problems could be completed
the next day.
Team Test
9/10
Chapter 1 focuses on team
In the online assessment tool there
strategies and this is a good time are ways to differentiate the type of
to get the students used to a
question; team or individual.
team assessment.
Keep the test short 1-3 questions.
The rich problems will take the
students a longer time to complete
the test.
Students often misunderstand
Problem CL 1-69. Take time to
explain to students that they are
giving themselves a rating for each
problem. However, once they have
given their ratings, they only need to
complete ONE task for ONE problem.
For more information on the purpose
of Team Tests look at page 27 in
your binder.
Chapter 2
Preparation for 8.EE.7a,
8.EE.7b
8.EE.7a, 8.EE.7b
CC3
2.1
SMP:
Using appropriate tools
strategically, constructing
viable arguments, &
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
2.1.9
9/11 through 2.1.3 It is very important to hold
9/25
a class discussion of 2-22 and 223 in order to solidify student
understanding. This lesson may
take 2 days.
2.1.5 Once students are
comfortable with the Algebra
tiles, it is helpful to use the
The focus in this chapter is to have
students ground their understanding
of simplifying and solving equations
using the tiles.
Students will generalize this
understanding in later chapters.
attend to precision.
online expression mats in order
to save time.
2.1.6 The graphic organizer in
the closure section could be a
useful template for students to
use when recording their work.
Participation Quiz 2.1.4 (Instructions
for this are on page 96 of your
binder.)
2.1.8 This lesson may take 2
days.
IReady Diagnostic
9/14- 9/25
There is a 2 week window for the
students to complete this diagnostic.
They can pause once they have
started the test and then continue the
test on a different day as long as they
complete the diagnostic within 7
days of starting.
Chapter Closure
9/25 and
9/28
The students can complete a concept
map using the vocabulary cards at
the end of the chapter.
Team Test
9/29
Individual Test
9/30
Preparation for 8.F.1
8.F.1, 8.F.2, 8.F.3, 8.F.4
CC3
3.1
3.1.1
3.1.2
3.1.3
3.1.4
10/1- 10/22
For more information and
suggestions on Individual tests look
at page 24 in the teacher binder.
3.1.3 This lesson may take 2
days.The online graphing tool
DESMOS is the most effective
method for this lesson.
Focus is on mechanics of rules,
tables, and graphs. Students will
have more extensive exposure to
graphing in Chapter 4.
SMP
Make sense of problems
and persevere in solving
them, & use appropriate
tools strategically.
3.1.5
3.1.6
3.1.7
3.1.4 Students may need
reminders about properly setting
up and scaling axes.
3.1.5 Students may need a minireview lesson on percents, this
could be done as a math talk.
They could also refer to their
Chapter 1 Math notes in the
student toolkit. In order to
support students, and save time,
3-43 (a) and (b) could be done
as a whole class. Also, providing
coordinate planes for Problems
3-44 and 3-45 would benefit
students.
3.1.7 This lesson may take 2
days.
8.EE.7a, 8.EE.7b
CC3
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.1 This lesson may take 2
days. Problem 3-73 could be
done as a whole-class activity
where students demonstrate
alternative methods on the
board.
3.2.2 Teams may be assigned
either (a-c) or (d-f) in Problem 381
3.2.4 Problem 3-101 could be
optional
Participation Quiz 3.1.1
Presentations 3.1.3, 3-21 & 3-22
Portfolio 3.1.6, 3-53 & Closure
3.2.5 This lesson may take 2
days.
Chapter Closure
10/23 &
10/26
Team Test
10/27
Individual Test
10/28
8.F.2, 8.f.4, 8.F.6
CC3
4.1
SMP
Attend to precision,
contructing viable
arguments and critiquing
the reasoning of others,
& make sense of
problems and persevere
in solving them.
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
4.1.7
10/29
through
11/13
4.1.1 This lesson may take 2
days. One day to create posters,
and a second day to complete a
gallery walk.
4.1.2 Problem 4-14 could be
completed as a whole class.
4.1.6 Coordinate planes could
be provided for Problem 4-55 in
order to save time.
Chapter Closure
11/1611/17
Team Test
11/19
Individual Test
11/20
CPM Benchmark # 1
11/23-11/24
Preparation for
8.EE.8b,
8.EE.7b
CC3
5.1
5.1.1
5.1.2
11/30
through
12/11
5.1.1 This lesson may take 2
days. Teams can be assigned 1
or 2 parts from Problem 5-4.
Student Presentations: 5.1.1, 5-3
5.1.2 Problems 5-15 and 5-16
could be optional
SMP
Use tools strategically,
make sense of problems
and persevere in solving
them, & model with
mathematics.
8.EE.8a, 8.EE.8c,
8.EE.8b
CC3
5.2
5.2.1
5.2.2
5.2.3
5.2.4
Participation Quiz: 5.2.1
Chapter Closure
12/14-15
Mid-Course Closure
12/16-12/18
1-3 days
Opportunity for both Chapter Course
and Mid-Course reflection. Note
vocabulary at the end of the chapter.
Provides closure for Chapters 15.
8.G.1.a, 8.G.1b, 8.G.1c,
8.G.3, 8.G.4
CC3
6.1
6.1.1
6.1.2
6.1.3
6.1.4
1/4
through
1/25
Paddy paper works well to help
students visualize the
transformations.
6.1.2 6-10 & 6-11 could be
optional
SMP
Attend to precision, make
sense of problems and
persevere in solving
them, and reason
abstractly and
quantitatively.
8.G.3, 8.G.4, 8.G.1a,
8.G.1b, 8.G.1c, 8,G.2
CC3
6.2
6.1.1 Must have access to
laptops.
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
6.2.6
6.1.4 6-34 & 6-35 are optional
Participation Quiz 6.2.3 and/or 6.2.6
Student Presentations 6.2.1 and/or
6.2.4, 6-90
Portfolio 6.1.4, 6-34
6.2.1 May want to provide
students with a table for
graphing the new coordinates.
Transparency film can be used to
help students see that the angles
remain the same.
6.2.3 Students will need to cut
out the shapes provided.
6.2.6 This lesson could take 2
days. If a team finishes early
they could start their closure.
Chapter Closure
1/26 & 1/27
Team Test
1/28
Individual Test
1/29
IR Benchmark
8.SP.1, 8.SP.2,
CC3
7.1
Window
1/25 to 2/5
7.1.1
7.1.2
7.1.3
2/1-2/29
7.1.1 This lesson could take 2
days
7.1.3 This lesson could take 2
days
SMP
Model with math, look for
and make use of
structure, make sense of
problems and persevere
in solving them, construct
viable arguments and
critique the reasoning of
others, and attend to
precision.
8.EE.6, 8.F.3, 8.EE.5
CC3
7.2
7.2.1 This lesson may take two
days
7.2.1
7.2.2
7.2.3
7.2.4
7.2.5
7.2.3 This lesson may take two
days
7.2.5 Students can refer back to
their math notes from 1.2.1 to
help with this lesson.
8.SP.3, 8.SP.2, 8.SP.4
CC3
7.3
7.3.3 This lesson may take two
days
7.3.1
7.3.2
7.3.3
Chapter Closure
3/1
Team Test
3/2
Participation Quiz: 7.2.3 and/or 7.2.4
Student Presentations: 7.2.1, 7-35
and 7-36
Portfolios: 7.2.4, 7-70
Individual Test
3/3
CPM Benchmark #2
due by 3/11
IR Progress
Monitoring
3/7-3//18
8.F.3, preparation for
8.EE.1
CC3
8.1
8.1.1
8.1.2
8.1.3
3/4 - 3/18
8.1.1 This lesson may take two
days
8.1.3 Problem 8-24 may be
completed as a whole class,
teams could be responsible for a
portion of data in order to
complete a class graph
SMP
Look for and express
regularity in repeated
reasoning, & look for and
make use of structure.
8.EE.1, 8.EE.3, 8.EE.4,
8F.1
CC3
8.2
8.2.1
8.2.2
8.2.3
8.2.4
8.2.1 This lesson may take two
days
8.F.1, 8.F3, 8.F.5
CC3
8.3
8.3.1
8.3.1 This lesson may take two
days
8.2.3 This lesson may take two
days
Chapter Closure
3/21 & 3/22
Team Test
3/23
Participation Quiz: 8.1.3
Student Presentations: 8.1.1, 8-1, 8-3
Portfolios: 8.2.4
Individual Test
8.G.5,
CC3
9.1
3/24
9.1.1
9.1.2
9.1.3
9.1.4
4/4 - 4/25
9.1.1 This lesson may take two
days
SMP
Attend to precision, look
for and express regularity
in repeted reasoning,
reason quantitatively and
reason abstractly.
8.G.6, 8.G.7, 8.EE.2,
8.NS.1, 8.G.8
CC3
9.2
9.2.1 This lesson may take two
days
9.2.1
9.2.2
9.2.3
9.2.4
9.2.5
9.2.6
9.2.7
9.2.3 This lesson may take two
days
9.2.4 This lesson may take two
days
9.2.6 This lesson may take two
days
Chapter Closure
4/26 & 4/27
Team Test
4/28
Individual Test
4/29
Participation Quiz: 9.2.5
Student Presentations: 9.2.6
Portfolios: 9.2.5
8.EE.2, 8.G.9,
CC3
10.1
SMP
Make sense of problems
and persevere in solving
them, model with math,
attend to precision, and
contruct viable
arguments and critique
the reasoning of others.
10.1.1
10.1.2
10.1.3
10.1.4
10.1.5
5/2-5/13
Participation Quiz: 10.1.1
Student Presentations: 10.1.5, 10-63
Portfolios: 10.2, Closure
Chapter Closure
5/12
Team/Individual Test
5/13
Course Closure and
Reflection
CC3
10.2
10.2.1
10.2.2
10.2.3
Due to minimum days, as a result of
SBAC testing, classes may choose to
focus on core problems.
5/16-5/23
2 days per
closure
activity