Changes from CMP2 to CMP3

Student Books

• The Getting to Knows are gone. In CMP3 the information between the problem title and the problem are meant as the Getting to Know. Usually, the information in this section would be used during the launch of the problem.
• The Mathematical Reflections are more tightly tied to the goals of the investigation.
• The Mathematical Practices are restated in student-friendly language and are included in the front of each unit called the Mathematical Practices and the Habits of Mind.
• An example of students' use of the Mathematical Practice is included after the Mathematical Reflection and is called Reflections on the Mathematical Reflections.
• Occasionally a "boxed question" occurs before a problem. If offers a more-open-ended approach to the problem. Depending on the class, the teacher can choose to have the students explore the "boxed question" in place of the problem. The teacher can use the problem to assess students' thinking during the explore and summarize phases.
• More examples of student thinking are included in the Problems and ACE for students to evaluate.
• More problems that require students to choose the appropriate operation, function, or shape to solve a problem.
• There are more student meta-cognition questions.

Teacher Support Materials

The biggest changes are:

• There are only 2-4 big goals for each unit. The essential understandings for each goal are elaborated and correlated to the Investigations.
• CCSSM are identified for each unit and then re-iterated for each investigation.
• A focus question is provided for each problem. This question can be used by the teacher to plan the lesson, as a guide in carrying out the lesson, and as the focus for reflection on the lesson.
• More examples of student strategies and suggestions for struggling or advanced students are provided in the Explore and Summarize phase of the lesson.

The Launch, Explore, and Summarize

The Launch, Explore, and Summarize are each organized around two themes:

Launch

• Connecting to Prior Knowledge
• Presenting the Challenge

Explore

• Providing for Individual Needs
• Planning for the Summary

Summarize

• Orchestrating a Discussion
• Reflection on Student Learning

The delivery of materials are available in print or on line in DASH. DASH provides everything a teacher needs to plan, teach and reflect. It also contains, launch videos, technology activities, and electronic tools.