# Connected Mathematics Project 4 Updates

We are proud to announce the pending release of Connected Mathematics4!

Read below to learn about the history of Connected Mathematics Project, updates made
in CMP4, and how you can get Connected Mathematics4 at your school!

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# About Connected Mathematics Project

All students should be able to reason and communicate proficiently in mathematics. They should have knowledge of and skill in the use of the vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics, including the ability to define and solve problems with reason, insight, inventiveness, and technical proficiency.

# Key Research-Informed Highlights of Connected Mathematics4

- CMP STEM Problem Format: Rather than using conventional numbering and lettering (e.g., A1, A2, B1, B2, B3,
etc.) that resemble worksheets the problem format includes three parts: Initial Challenge, What If…? and Now What Do You Know? The format promotes learning
in an environment that more closely resembles the work of STEM professionals
- The CMP Framework for Attending to the Individual Learning Needs characterizes five essential classroom elements for creating an environment in which teachers can support students’ development of mathematical identities.

- The Mathematical Reflection for each unit consists of one overarching question that guides the development of the big mathematical idea(s) in the unit.
- The CMP Arc of Learning is a teacher professional resource that makes explicit the intentions of the curriculum designers about how students engage in the learning of mathematics over time from informal to more formal understandings in a unit and across units. It characterizes deeply grounded and connected learning that is different than the prevalent focus on student learning as passively watching and imitating isolated skills.

## Quote From a Field-Testing Teacher

“The rewrite of this unit was INCREDIBLE! My students left the unit able to articulate rate and ratio in ways I have never seen or heard in previous years…I can't say enough about the quality of the mathematical reasoning and vocabulary my students used in our conversations. They were empowered and articulate. They saw many different ways to connect the ideas learned in the two previous units and to apply these concepts in the problems presented.

It is truly amazing to see what happens when we put CMP’s challenging, but perfectly sequenced and scaffolded problems in front of our developing mathematicians."