CMP- Research & Interview

When looking at Inquiry Based Instruction and Connected Mathematics Project (CMP) there are many similarities. Inquiry Based Instruction is a model that focuses around students’ own ability to critically think and process information in how it relates to the students. It is closely related to the constructivist model of teaching where the teacher poses questions that are open-ended to challenge the student to think and make the jump to complete understanding. CMP is a model of instruction that relates to these ideas. CMP’s format is Launch-Explore-Summarize. In class, instruction is based off of inquiry and investigation of mathematical ideas embedded in real world questions. Homework is a task for students to grasp the concept not to plug and chug. CMP guides students with open-ended questions through mathematical concepts. There are very few plug and chug problems. The purpose of the curriculum is to have students grow in their ability to effectively reason, represent graphs, numeric, symbolic, and verbal forms of mathematical ideas and concepts. The ultimate goal of CMP is to relate concepts to real world application. CMP has all the qualities of Inquiry Based Instruction.

CMP does have a few qualities of direct instruction. CMP is based off of underlying concepts, skills, or procedures supporting the development in an appropriate developed sequence. The curriculum builds and connects investigations in a unit-by-unit, and grade-by-grade style. The style in which the teacher is required to teach is introduces concept, model, and then individual work. During the individual work is where inquiry based instruction comes into play.

1.How does the CMP curriculum align with the national Common Core and NCTM standards?

As a whole the Connected math curriculum covers all the grades 6-8 Common Core State Standards. However, CMP2 no longer fully lines up grade to grade. Pearson’s is in the process of developing Connected Mathematics Project 3 that will align with Common Core State Standards. In the meantime Pearson’s is providing supplements for aligning CMP2 with Common Core. Standards are ever evolving and as teachers it is important to stay as current as possible to ensure that our students are meeting the standards.

2.Numerous students are a year or more behind in the basics. How does one address the needs of these students on a daily basis so they can get up to grade level and also experience success in the inquiry to investigation philosophy of the CMP?

This is probably the hardest part of CMP because the investigation are built upon each other with the assumption that students have the prior knowledge. When talking about students that are merely not getting it but are able to do grade level math the key is to use the building upon information to one's advantage because it is like continually reviewing. However, for those students that struggle with basic mathematics skills like adding and multiplying the job of the teacher becomes much more difficult. I think if there was a good answer to this question we would see a lot more success with those students. The problem is there does not seem to be a good answer. A double dose of math each day helps some students. Spending the first couple of 'team building' session focusing on the basis allows myself to see the level at which all my students are currently at and thus I can structure my lessons and scaffolding as much as possible around those skills levels but it is still something I struggle with.

3.What is the role of homework (and accountability) in the CMP?

CMP provides great practice problems that can be assigned as homework. I think because there are so few problems in each investigation homework is essential in mastering the concept. Through connected math we have gone away from practice, practice, practice and more about taking the time to understand the ideas behind the concept through inquiry. The hardest part about assigning homework is the rate of return. Those students that ‘mastered’ the concept with the investigation do the homework those students that struggled in the investigation do not. Because these students do not have the opportunity to practice through the investigation and choose not to do the homework they tend to fall further behind.

4.CMP Investigations compose of small-groups (pair-share, teamwork, cooperative learning).

Because CMP incorporates the use of small-group it is very important from day one to lay the ground work for successful small-group work. How to work in a group has to shown, modeled and reiterated constantly. One technique I start with is the use of pairs. Students have to learn to work in a pair successful before they can work in a group. The students know they are accountable for the work and when they start working in larger groups they continue to be accountable. When working in larger groups I always have meaningful roles developed. The key is meaningful, one student can't just get the materials and disengage for the rest of the assignment. Each student has to be fully engaged in the work. Before the activity we go over each role. The group assigns the roles to each group member and writes it on the top of the piece of paper. After group work I like to provide an 'exit slip' which is based on a question from the group assignment. Each student has to do it individually. This helps me see who was actually doing the work as well as check for understanding. CMP classroom techniques can go on forever but the advice I have for any teachers starting to teach CMP is make sure students can prove to you that they can work in groups before any mathematics takes place. It is really the basis of successfully teaching CMP.

Closure and Anticipatory Set

The closure part of a lesson plan has a few key components that will allow a teacher to effectively finish a lesson. The key components to a closure are checking for understanding, wrapping up an idea or thought, and answering questions. When checking for understanding there are many different ways to do this in the classroom. One example is to use an exit cards. Exit cards are questions around main ideas that were covered in the class period. The student has to write about or solve the problem before he/she is allowed to leave. Wrapping up an idea or thought is a great way to summarize the day’s lessons into 2-3 main points. This allows the students to see what was relevant and reinforce what they needed take away from the lesson. The last key component is questions and answers about the day’s lesson. It is important to give students adequate time to ask questions they may have before leaving for the day. My goal is to implement all three of these components into my closures each day. It should take no more than 5 minutes.

• http://k6educators.about.com/od/lessonplanheadquarters/g/closure.htm

• http://www.mymanagementguide.com/project-closure-template-key-steps-to-closing-a-project/

• http://k6educators.about.com/od/lessonplanheadquarters/g/closure.htm


An anticipatory set refers to an activity that gets the students mentally and physically ready for the lesson. There are four key components to an anticipatory set: learning, purpose, transfer of learning and motivation. When designing this portion of the lesson plan, taking into account these four components will allow you as the teacher to create an anticipatory set that not only gets the kid excited but has meaning behind it. During the anticipatory set you as the teacher want to focus on prior knowledge, how what they will learn relates to real life, and how they can apply it. When creating an anticipatory set like this you will have students motivated and ready to tackle the lesson.

• http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm

• http://www.edulink.org/lessonplans/anticipa.htm

Practicum- sharing a Lesson

The only lessons I have very taught are on the football field.

Learning Objective: The player will be able to demonstrate a drive block at full speed with 90% accuracy in 5-second intervals.

What worked for me during the lessons was not only modeling the action I wished to see but also breaking down each position of the body during the block verbally and visually. I used different players to demonstrate what I was saying verbally so that my players could see visually what it should look like. I also activated prior knowledge by describing specific body positions to weight room positions knowing that every one of my players had lifted a weight before.

After I described how the block needed to be performed I then quizzed them on some important parts of the block with the terminology I had just used in the lesson. I also had them perform the block at full speed and watched their technique correcting them if necessary.

During the lesson I watched my players’ faces to see if they completely understood what I was saying. When I checked for understanding if I got similar wrong answers I tried to relate that portion of the block to something I knew they had all done before.

If I were to re-teach the lesson I might fix the amount of time used to describe the block. I feel I spent about 3 minutes more than I wanted to. I would also pose more open ended questions that had more than one answer. Most my questions were direct and had only one answer.