CCSS+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.**

**High School: [|www.nysecondarymathstandards.pbworks.com]**

 * New York State P-12 Common Core Learning Standards for Mathematics **

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.**
 * Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards **

*UPDATED* Final (?) - November 2012 Adjustments were made to HS content
 * [|PARCC Model Content Frameworks for Mathematics 3.0] **

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.
 * Video Series from the Hunt Institute **

The Pre-/Post- April Document has been released, and includes connections to the Content Emphasis of the CCLS. Please note that this is still considered a //**draft**// document and may see some revisions. [|Memorandum: Grades 3—8 Mathematics Testing Program Guidance: Draft September-to-April/May-June Common Core Learning Standards]
 * [|NYS Grades 3-8 Mathematics CCLS Testing Program Guidence - Sept-April/May-June] **

Illustrative Mathematics provides guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards.
 * [|Illustrative Mathematics] **

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


= *UPDATED Instructional Shifts for the Common Core=

[|Priorities in Common Core Standards for Mathematical Content]
This document, provided by Student Achievement Partners, LLC (SAP) 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.

The Instructional Practice Evidence Guide is a tool for observing the effective integration of the Common Core State Standards for Mathematics (CCSSM) into instructional practice. This tool is intended for use by teachers, coaches and instructional leaders to support the development of CCSSM aligned instructional practice.
 * [|Instructional Practice Evidence Guide for Common Core State Standards]**

** Articles and Journal Publications Related to the CCSSM **
Phoenix Rising: Bringing the Common Core State Mathematics Standards to Life Hung-Hsi Wu, featured in the American Educator

[|"Order of Operations" and Other Oddities in School Mathematics] H. Wu "In this short article, I will first briefly discuss the mathematical background of these Rules in order to make sense of them, and then explain why it is un- pro table to pursue these rules vigorously in the arithmetic context the way it is done in most school classrooms. Finally, I will present an argument against using assessment items in standardized tests that assess nothing more than students' ability to commit certain de nitions and conventions (like Rules for the Order of Operations) to memory."

[|My 10 Greatest "Ah-ha' Moments in Working with the Core] Sarah Brown Wessling

**Inside Mathematics**
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K-5 Math Teaching Resources
@http://www.k-5mathteachingresources.com/

Learn Zillion
@http://www.learnzillion.com/