1. History & Vision

2.  The new standards are rigorous, research- based, and designed to prepare every student for success in college and the workforce.  The first step in the process of developing these standards was the development of the College and Career Readiness standards.  These became the foundation for the Common Core State Standards (CCSS).

3.  The standards are internationally benchmarked to ensure that our students are able to compete with students around the world.  The standards are focused and clear, allowing students, parents and teachers to understand what is expected of them.

4.  In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.  Initially 48 states and three territories signed on. www.corestandards.org

5.  On August 2, 2010, the California State Board of Education (SBE) voted unanimously to adopt new standards for both mathematics and English-language arts.  At least 85% of the standards were to consist of the CCSS with up to 15 percent additional material.  As of June 2, 2010, 45 states have officially adopted the standards.  Adoption was required for Race to the Top funds.

6.  Added standards to develop ideas not included in CCS  Grade 2-Operations and Algebraic Thinking  Grade 5-Operations and Algebraic Thinking  High School Geometry-Geometric Measurement and Dimension 6 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

7.  Added language to existing standard  Grade 2-Measurement and Data  Grade 4-Geometry 7 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

8.  The CaCCS prepare students for Algebra 1 in grade 8.  The CaCCS also include a set of challenging grade 8 Algebra 1 standards to prepare students for success in higher math.

9. Avoid the Aim for problem of clarity “mile wide and and an specificity inch deep”

10.  Topics and performances are logical over time  Reflect hierarchical nature of the content  Evolve from particulars to deeper structures  Based on learning progressions research on how students learn

11.  The Common Core standards for mathematics:  aim for clarity and specificity  Being able to apply concepts and skills to new situations is expected  Stress conceptual understanding of key ideas  Balance mathematical understanding and procedural skill  Deep learning of concepts is emphasized

12.  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

13. K-8  Grade  Domain  Cluster  Standards (There are no pre-K Common Core Standards) ommoCor Format

14. High School  Conceptual Category  Domain  Cluster  Standards

15.  Domains are large groups of related standards. Look for the name with the code number on it for a Domain. Domains are overarching big ideas that connect topics across the grades  Clusters are groups of related standards. Clusters appear inside domains.  Standards define what students should be able to understand and be able to do – part of a cluster.

17.  Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7)  What specifically in the standard supports “developing conceptual understanding”?

18. The high school standards are listed in conceptual categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

19.  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. The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates.

20. 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.

21. 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.

22. 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.