The common core state standards for mathematics

The Common Core State Standards for Mathematics... Common Core Development• Each state adopting the common core either directly or by fully aligning its state standards may do so in acc

The Common Core State Standards for Mathematics

Common Core Development

• Initially 48 states and three territories

Common Core Development

• Each state adopting the common core either

directly or by fully aligning its state standards may do so in accordance with current state

timelines for standards adoption not to

exceed three (3) years.

• States that choose to align their standards to

the common core standards accept 100% of the core States may add additional standards.

Benefits for States and Districts

• Allows collaborative professional development based on

best practices

• Allows development of common assessments and other

tools

• Enables comparison of policies and achievement

across states and districts

• Creates potential for collaborative groups to get more

economical mileage for:

– Curriculum development, assessment, and

professional development

• Fewer and more rigorous.

• Aligned with college and career expectations

Intent of the Common Core

• The same goals for all students

• Coherence

• Focus

• Clarity and Specificity

• Articulated progressions of topics and

performances that are developmental and

connected to other progressions

• Conceptual understanding and procedural skills

stressed equally

NCTM states coherence also means that instruction,

assessment, and curriculum are aligned

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is emphasized

– That is, time is spent on a topic and on

learning it well This counters the “mile wide, inch deep” criticism leveled at most current U.S standards.

Clarity and Specificity

• Skills and concepts are clearly defined

• Being able to apply concepts and skills to new situations is expected

CCSSM stands for Common Core State Standards

for Mathematics

CCSSM Mathematical Practices

The Common Core proposes a set of

Mathematical Practices that all teachers

should develop in their students These

practices are similar to NCTM’s

Mathematical Processes from the Principles

and Standards for School Mathematics.

8 CCSSM Mathematical Practices

1 Make sense of problems and persevere in

solving them

2 Reason abstractly and quantitatively

3 Construct viable arguments and critique the

reasoning of others

4 Model with mathematics

8 CCSSM Mathematical Practices

5 Use appropriate tools strategically

6 Attend to precision

7 Look for and make use of structure

8 Look for and express regularity in repeated

reasoning

Common Core Format

Domains are large groups of related

standards Standards from different domains may sometimes be closely related Look for the name with the code number on it for a Domain

Common Core Format

Clusters are groups of related

standards Standards from different

clusters may sometimes be closely related, because mathematics is a connected subject.

Clusters appear inside domains.

Common Core Format

Standards define what students should

be able to understand and be able to

do – part of a cluster

Common Core Format

High School

Conceptual Category Domain

Grade Level Overview

Grade Level Overview

Critical Areas – similar to NCTM’s Curriculum Focal Points

Format of K-8 Standards Grade

Level

Domain

Format of K-8 Standards

Cluster

Cluster

Standard Standard

Format of High School

Standard

Cluster Domain

Common Core - Domain

• Domains are overarching big ideas that

connect topics across the grades

• Descriptions of the mathematical content to

be learned elaborated through clusters and standards

Common Core - Standards

• Standards are content statements An

example content statement is: “Use

properties of operations to generate

equivalent expressions.”

• Progressions of increasing complexity from grade to grade

Common Core - Clusters

• May appear in multiple grade levels in the K-8 Common Core There is increasing

development as the grade levels progress

• What students should know and be able to

do at each grade level

• Reflect both mathematical understandings and skills, which are equally important

High School Conceptual Categories

• The big ideas that connect mathematics across high school – such as Functions or Probability and Statistics

• A progression of increasing complexity

• Description of mathematical content to be learned elaborated through domains,

clusters, and standards

High School Pathways

• The CCSSM Model Pathways are two

models that organize the CCSSM into

coherent, rigorous courses

• The CCSSM Model Pathways are NOT

required The two sequences are examples, not mandates

High School Pathways

• Four years of mathematics:

– One course in each of the first two years

– Followed by two options for year three and a variety of relevant courses for year four

• Course descriptions

– Define what is covered in a course

– Are not prescriptions for the curriculum or

pedagogy

High School Pathways

• Pathway A: Consists of two algebra courses and

a geometry course, with some data, probability

and statistics infused throughout each (traditional)

• Pathway B: Typically seen internationally that

consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data,

probability, and statistics

Additional Information

• For grades preK-8, a model of

implementation can be found in NCTM’s

Curriculum Focal Points

• For the secondary level, please see NCTM’s

Focus in High School Mathematics:

Reasoning and Sense Making

www.nctm.org/cfp

www.nctm.org/FHSM