Here is a copy of a memo I posted elsewehere on the site:
I am in a situtaion very similar to that of Pam from Iowa. Thank you for your charts that compare Investigations and CMP. I found them very helpful. I am the Math teacher for 5/6 as well except we loop. So I teach a year of 5th grade and then a year of 6th, not multiage. During our first year in the program, we only completed four of the books: 1. Mathematical Thinking at Grade 5 2. Picturing Polygons ( 2 D Geometry) 3. Name that Portion (Fractions, Percents, & Decimals) 4. Building On Numbers You Know (Computation & Estimation Strategies) .
Now I am wondering what to teach for next year. I plan to use a mixture of Investigations and CMP materials. Your chart was very helpful but I am left with the following questions:
1. How do I cram in all the topics in 5th grade that must be taught before the MCA? I had to exclude investigations units on probability, measurement, graphing, and I think my students scores on the MCA suffered as a result.
2. If I teach investigations topics in 5th grade, then can I skip the corresponding CMP units in 6th grade or do certain topics need to be taught every year? For example, if I taught mathematical Thinking at Grade 5 then can I skip "Prime Time" altogether ?
3. Basically, I am being asked to compose fa complete scope and sequence for grade 5-8 that combines both Investigations and CMP and still prepares students for the MCA or other high stakes tests. What would CESAME reccomend ?