The common core state standards for mathematics

The Common Core
State Standards
for Mathematics


Common Core Development
• Initially 48 states and three territories
signed on
• As of November 29, 2010, 42 states have
officially adopted
• Final Standards released June 2, 2010, at
www.corestandards.org
• Adoption required for Race to the Top
funds


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


Characteristics
• Fewer and more rigorous.
• Aligned with college and career expectations
• Internationally benchmarked
• Rigorous content and application of higher-order
skills.
• Builds on strengths and lessons of current state
standards.
• Research based


Intent of the Common Core
• The same goals for all students
• Coherence
• Focus

• Clarity and Specificity


Coherence
• 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


Focus
• 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

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
K-8

High School

Grade

Conceptual Category
Domain

Domain
Cluster
Standards
(There are no preK Common Core Standards)

Cluster
Standards


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
Standard

Cluster

Standard
Cluster


Format of High School
Domain

Standard

Cluster


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