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MATH COURSE SYLLABUS
CPM - CORE CONNECTIONS 1 (CC1) Sunset Ranch Elementary School
2016 – 2017
Mr. Beardsley
Room 27
[email protected]
TEACHERS NOTE: Welcome to the start of a new school year! This year, students will be studying
mathematics from Core Connections 1 (CC1), the first book in the CPM-College Preparatory Math series.
CC1 is aligned with the Common Core State Standards. This math program provides the math students
need to know in a way they can understand. Fully integrated problem solving, note taking, and
assessment strategies help students succeed. Students will also investigate mathematical ideas within
the context of a realistic problem, as opposed to looking only at numbers. Some problems involve realworld applications or an unusual situation, while others are purely mathematical. A problem’s context
provides a vehicle for understanding and remembering the mathematical concepts. I am excited about
this curriculum and its potential for helping students develop strong mathematical knowledge and skills.
Course Description and Objectives
Core Connections, Course 1
Introduction and Overview
Core Connections, Course 1 is the first of a three-year sequence of courses designed to prepare students
for a rigorous college preparatory algebra course. It uses a problem-based approach with concrete
models. The course helps students to develop multiple strategies to solve problems and to recognize the
connections between concepts. The lessons in the course meet all of the content standards and embed
the “Mathematical Practices” of the Common Core State Standards released in June 2010.
Upon completion of this course, students should be able to:
 Collect, organize and display data in multiple ways.
 Analyze data using measures of central tendency.
 Represent data sets using various methods and analyze how changes in data impact the
representation.
 Represent and compare quantities using manipulatives, diagrams and number expressions.
 Represent multiplication using rectangular arrays.
 Model integers.
 Make sense of multiple representations of portions (decimal, fraction, and percent) and convert
from one form to the other.
 Compare fractions and generate equivalent fractions.
 Recognize ratios in tables and graphs and solve corresponding problems.
 Use ratios to describe relationships with similar plane figures and other situations.
 Use models and standard algorithms for computations with fractions and decimals.
 Simplify variables expressions by combining like terms and using the Distributive Property.
 Evaluate variable expressions and solve simple equations and inequalities.
 Solve distance, rate and time problems.
 Solve percent problems including those with discounts, interest and tips.
 Compute area, surface area and volume of rectangular solids.
 Represent solids using nets.
The following is an overview of the CPM Textbook Chapters.
Chapter 1- Introduction and Representation
Students will analyze strengths and weaknesses of graphical representations of data. They will look at
the relationships between perimeter and area and experiment with changing area while keeping
perimeter the same. Students will extend a pattern and generalize in order to make a prediction. They
will use an extended multiplication table to further develop their understanding of factors, factor pairs
and properties of numbers. Students will write numbers as products of their prime factors using
exponents.
Chapter 2- Arithmetic Strategies and Area
Students will learn how to collect data and how to display the data in a stem-and-leaf plot and a dot
plot. They will extend their understanding of area with the introduction of standard units of measure
and continue to develop an understanding of composing and decomposing numbers in the context of
area and perimeter. Students will define greatest common factor (GFC) and apply the distributive
property to multiply multi-digit numbers and create equivalent fractions by using the multiplicative
identity.
Chapter 3- Portions and Integers
Students will develop an understanding of percent as a way to express and compare portions of a whole.
They will be able to recognize the connections between fractions and percent as they relate to decimals
and decimal language. Students will make sense of the standard algorithm for adding and subtracting
decimals. They will use diagrams and ratio tables to represent ratios. Students will informally connect
movement along a number line with the addition and subtraction of positive numbers and recognize
opposites. Students will also draw polygons on a coordinate plane given coordinates for the vertices.
Chapter 4- Variables and Ratios
Students will represent unknown quantities with a variable. They will generalize methods for finding the
number of small squares in a square frame pattern using words, variables, and algebraic expressions.
Students will use a variable to represent a set of solutions and use ratios to compare similar figures.
Students will work with ratios in non-geometric contexts and use them to solve problems.
Chapter 5- Multiplying Fractions and Area
Students will extend their understanding of the multiplication operation with fractions and use area
models to solve multiplication problems in context. They will multiply with fractions, decimals, and
percent to solve problems and develop a method to find a part of a part. Students will develop the idea
of a sub-problem and see that problems have multiple solution paths. They will also develop the area
formula for a parallelogram. Students will recognize that a triangle can be duplicated to create a
rectangle or parallelogram and will use that relationship to develop a formula for the area of a triangle.
They will develop strategies for finding the area of trapezoids and will apply their strategies to find the
area of a complex shape.
Chapter 6- Dividing and Building Expressions
Students will divide quantities and represent the result in multiple ways. They will use visual fraction
models and equations to represent division. Students will extend their understanding of division to
include division of fractions by fractions and represent division problems in multiple ways. Students will
review the order of operations as they evaluate real-world formulas for given values and understand
that combining like terms is a form of sorting. They will visually demonstrate that x can represent any
number.
Chapter 7- Rates and Operations
Students will convert ratios into different units in order to compare rates. Students will use graphs to
compare rates and recognize that steeper lines represent faster rates. They will make sense of
multiplying by the reciprocal of the divisor (invert and multiply) strategy for fraction division. Students
will translate math steps into algebraic expressions and begin to explore the Distributive Property to
create equivalent pictures and expressions. They will write expressions that record operations with
numbers and letters and use the Distributive Property “in reverse.” Students will create equations and
inequalities of the form x + a = b and x + a > b to represent real-world situations in which a value is
unknown.
Chapter 8- Statistics and Multiplications Equations
Students will be introduced to measures of central tendency and will develop methods to find the mean,
median, and range of a set of data. They will develop the formula for the average distance from the
mean in a set of data – the mean absolute deviation. Students will construct and interpret box plots and
compare sets of data. Students will use variables to write and solve equations of the form ax = b. They
will identify the relationship between distance, rate, and time and will use d = rt to solve word
problems.
Chapter 9- Volume and Percent
Students will calculate the volume of right prisms as area of the base multiplied by the height. They will
calculate areas of surfaces and combine them to calculate lateral surface areas. Students will create nets
for three-dimensional shapes and will predict the appearance of three-dimensional shapes starting from
nets. They will calculate surface area of shapes made with rectangles and triangles. They will determine
parts, wholes, and percentages given different information. Students will calculate percent discounts
and sale prices.
Classroom Expectations
* Be Respectful * Use good manners
* Use classroom voices
* Raise your hand. Don’t shout out answers/comments
* Get homework and other assignments in on time.
ALL WORK MUST BE SHOWN, ALWAYS!!! No Exceptions!!!
No Work = No Credit
No Name = No Credit
Supplies Needed
Textbook: Students will be issued a CC1 math book. Please keep book covered at all times.
Spiral notebooks: (3) All problems from the book will be done in a spiral notebook. 1 per term.
Pencils: Students are expected to do math work in pencil only.
Graph Paper: Some work will be completed on graphing paper.
Pen: A red pen is required for correcting homework.
Composition notebook
Double sided tape
Scissors
Basic calculator
Compass
Protractor
Ruler