CPM is a non-profit educational corporation managed and staffed by middle school and high school teachers. Teachers work collaboratively with university professors to produce classroom materials and support teacher who use them with professional development. Use the links at left to access resources to help your student with her/his course. There is also considerable information about the research base of CPM courses and the approach to learning they employ.


One-year eBook licenses are now available! Parents may purchase a one-year eBook license of their student's book for $10 through our e-Commerce website. Parents – order your student's book here! Parents may purchase their student's book through our e-Commerce website.

New curriculum and technical support available
Three CPM mentor teachers are now available to help parents, students and teachers who have questions about the CPM program. This support is primarily for questions about using the program, its technology and the website. To use CPM's support service, go to http://www.cpm.org/support to see the available services. Follow the prompts to get help. Note that this service is not a "homework helpline." That support is at http://homework.cpm.org.

The CPM mentors are:
Middle grades courses: Susan Hoffmier, Auburn, CA
High school core courses: Melissa Thomley, Madison, WI
Transition to college courses: Sarah Morrison, Glendale, CA

Parent Tip of the Week

Week 26

In Week 24, we listed the Common Core Standards for Mathematical Practices. The second standard is "Reason abstractly and quantitatively". Mathematically proficient students make sense of quantities and their relationships in problems. They learn to understand the meanings of all the parts of a mathematical problem and can see how the parts relate to each other. They also learn to use symbols to represent a situation and to think about the symbols as separate from the situation. They can create a coherent representation of a problem. Many problems in CPM have asked your child to reason abstractly and quantitatively. You might ask your child to explain a more involved classwork problem from a recent chapter and have him/her show you how the concepts were represented symbolically. You don't have to understand all of the math for this to be a useful activity for your student. You will be able to tell if s/he is clear about the ideas by how confidently s/he explains the work.