CCLS+Resources

Resources to Support the Common Core Learning Standards for Math

Many resources are being posted at EngageNY.com. I am re-posting them here, for accessibility purposes.

==//**"We can't view standards as saying that every single student must study such and such material in such and such a grade. Rather, we should think of standards as a scale against which to measure progress. Some students will be behind, some on schedule, some ahead. Standards are useful in providing a reference point, and in setting common expectations, but the system has to deal humanely with the range of abilities that students bring to the classroom." --Dr. William McCallum**//==

= **Be part of the conversation as we gain a better understanding of the CCLS content!** = = **Join the wikis that have been created by teachers, for teachers.** =

Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards
This PDF document organizes the CCSS into both the Traditional Pathways (Algebra/Geometry/Alg.II) and Integrated Pathways (Course I, II, III). It also offers an acceleration model. ** The Traditional Course Pathway for High School Mathematics has been approved by the NYS Board of Regents. To see this announcement from EngageNY.org, click here.**

*UPDATED* Final - August 2012 Adjustments were made to HS content
 * [|PARCC Model Content Frameworks for Mathematics] **

Video Series from the Hunt Institute
These highly recommended videos, or vignettes, feature Bill McCallum and Jason Zimba, both part of the team of writers for the Common Core State Standards for Mathematics.

Progressions Documents for the Common Core Math Standards
These documents can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This would be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks.

** [|Tri-State Quality Review Rubric for Mathematics Lessons & Units - Version 2.0] **


= *UPDATED Instructional Shifts for the Common Core=



Required Fluencies in the Common Core State Standards for Mathematics
Fluent in the Standards means “fast and accurate.” It might also help to think of fluency as meaning the same thing as when we say that somebody is fluent in a foreign language: when you’re fluent, you flow. Fluent isn’t halting, stumbling, or reversing oneself. Assessing fluency requires attending to issues of time (and even perhaps rhythm, which could be achieved with technology).

[|Priorities in Common Core Standards for Mathematical Content]
As of 03.12.12, this document has been updated to align with the language and priorities of the PARCC Model Content Framework. These priority adjustments most directly effect grades 3-8.

This is a draft provided by Student Achievement Partners, LLC (SAP) that explains the priorities in the Common Core State Standards (CCSS) Math content.



Criteria for Resources Aligned to CCSSM
Developed by one of the authors of the Common Core State Standards, the seven criteria for Resources outlined in this document should guide development of curriculum modules and accompanying materials. The criteria, which are described in this document, include: promoting effectiveness, quality materials, developing mathematical practices, balanced approach, capacity building, content alignment, and comprehensiveness.

Mathematical Practices and Indicators
This matrix expands upon the eight mathematical practices. It identifies what mathematically proficient students should do, as well as how teachers can shape mathematically proficient students.

First Grade Math Module
This first grade math module (in draft form) covers adding and subtracting single-digit numbers and addresses the following standards. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (1.OA.1) 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (1.OA.5)

Second Grade Math Module
This second grade math module covers place value and addresses the following standards: 1. Using addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. (From standard 2.OA.1. See also Table 1 on page 88 of the Standards.) 2. Using place value understanding and properties of operations to add and subtract. (Cluster heading for standards 2.OA.5–9.)

Common Core Exemplar for Middle School Math
This exemplar has been developed to guide middle school students and instructors with Common Core standards for Math. The rational numbers are an arithmetic system that includes 0 as well as positive and negative whole numbers and fractions. Wherever the term “rational numbers” is used, numbers of all types are implied, including fractions in decimal notation.

Common Core Exemplar for High School Math
This exemplar has been developed to guide high school students and instructors with Common Core standards for Math. Algebraic manipulations are governed by the properties of operations and exponents, and the conventions of algebraic notation. At times, an expression is a result of applying operations to simpler expressions. Viewing an expression as the result of operations on simpler expressions can sometimes clarify its underlying structure. This high school exemplar is intended to extend and connect students’ understandings from middle school to polynomials. It focuses on reinforcing knowledge and skills, rather than developing completely new knowledge and skills.

** Articles and Journal Publications Related to the CCSSM **
Phoenix Rising: Bringing the Common Core State Mathematics Standards to Life

by Hung-Hsi Wu, featured in the American Educator