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Common Core State Standards—Mathematics . Introduction/Overview. Cathy Carroll Characteristics of CCSS–M. Fewer and more rigorous standards Rigorous content and application of higher-order skills Aligned with college and career expectations Research-based

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common core state standards mathematics

Common Core State Standards—Mathematics


Cathy Carroll

characteristics of ccss m
Characteristics of CCSS–M
  • Fewer and more rigorous standards
    • Rigorous content and application of higher-order skills
  • Aligned with college and career expectations
  • Research-based
    • Build on strengths and lessons of current state standards
    • Internationally benchmarked
principles underlying the common core state standards
Principles Underlying the Common Core State Standards
  • Focus
    • Identify key ideas, understandings and skills for each grade or course
    • Stress deep learning, which means applying concepts and skills within the same grade or course
  • Coherence
    • Articulate a progression of topics across grades and connect to other topics
    • Vertical growth that reflects the nature of the discipline
shifts in mathematics
Shifts in Mathematics


design and organization
Design and Organization
  • Standards For Mathematical Practice
    • Describe habits of mind of a mathematically expert student, and are expected to be implemented at all levels
  • Mathematical Content Standards
    • K-8 standards presented by grade level
      • Organized into domains that progress over several grades.
    • High school standards presented by conceptual themes
      • Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability
standards for mathematical practice
Standards for Mathematical Practice
  • “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.”
  • National Governors Association Center for Best Practices and Council of Chief State School Officers (2010)Common Core State Standards for Mathematics
underlying frameworks
Underlying Frameworks
  • Adding It Up—National Research Council
    • Strands of Mathematical Proficiency
      • Conceptual understanding
      • Procedural fluency
      • Strategic competence
      • Adaptive reasoning
      • Productive disposition
  • Principles and Standards for School Mathematics—NCTM
    • Process Standards
      • Problem Solving
      • Reasoning and Proof
      • Communication
      • Connections
      • Representation
standards for mathematical practice1

Reasoning and Explaining

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

Overarching Habits of Mind

1. Make sense of problems and persevere in solving them

6. Attend to precision

Modeling and Using Tools

4. Model with mathematics

5. Use appropriate tools strategically

Seeing Structure and Generalizing

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Standards for Mathematical Practice
standards for mathematical practice2
Standards for Mathematical Practice
  • On one hand, the Standards for Mathematical Practice describe mathematical content students need to learn.
    • SP1. Make sense of problems
      • “… students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.”
standards for mathematical practice3
Standards for Mathematical Practice
  • On the other hand, they describe the nature of the learning experiences, thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics.
  • SP1. Make sense of problems
      • “….they [students] analyze givens, constraints, relationships and goals. ….they monitor and evaluate their progress and change course if necessary. …. and they continually ask themselves “Does this make sense?”
content overviews
Content Overviews

Critical Areas of Focus

Description of Critical Area

format of content standards
Format of Content Standards


Grade Level or Conceptual Category



high school conceptual categories
High School Conceptual Categories
  • Rather than list HS content by course or by grade level, CCSSM identifies “Conceptual Categories.” These categories represent:
    • 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
High School Pathways
  • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses
    • Pathway A—two algebra courses and geometry
    • Pathway B—three integrated courses
  • The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates
  • A variety of year 4 courses can follow either pathway
articulating the challenge
Articulating the Challenge
  • The Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time…to work together to build on lessons learned from two decades of standards-based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

— CCSS (2010, p.5)