This project, described in more detail here, will collect sample tasks and problems for the Common Core State Standards in mathematics. At the moment it is in the phase of setting up a nationally representative advisory board, and developing a website for the display of the standards and sample tasks.
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I learned quite a bit about the math common core from you today. I appreciated how you got to know your audience a little, then explained the process of creating the math common core standards.
I look forward to learning more and appreciate this blog set up for discussion. What’s the next step of the process?
Thank you again for all of your time and effort invested in student learning.
Tracy, we are currently developing guidelines for the range of problems and tasks we want to collect for the project, and will be running those by the Advisory Board in February. We are also getting the website set up to display the standards.
Dr. McCallum,
Is it possible to get announcements of new entries to the Illustrative Mathematics Project that you post or refer to?
Will checking the box for notication of new posts via email accomplish this?>
Robert Springer
I’ll be announcing key milestones on this blog. Eventually the Illustrative Mathematics Project website itself will start to change as well.
Has anyone here ever seen some kid friendly posters for fifth grade common core math standards? I found something for ELA standards that is really good. I would love to have something like this for math
http://www.teacherspayteachers.com/Product/Grade5CommonCoreStandardsPostersELA
What models should be used to teach the grade 4 and grade 5 fraction standards? I know the number line is the focus in grade 3? Also, any suggestions as to an authentic context(s) to develop these models?
When I think of the models to be used for the computational standards with fractions in 4th and 5th I first think of an array(area) model. This model is very good when trying to get the conceptual understanding down for kids. That way the “quick” way to multiple two fractions, ‘multiply the numerators and denominators’ or divide fractions by invert and multiply doesn’t become the benchmark of a student’s understanding.
There are other models that can help as well. i.e. double number lines, pattern blocks, and folding fraction lines.
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I am a 5th grade math teacher and so very glad to find a blog about common core.
I’m planning a math academy this summer for K8 teachers. We will be delving deep into the progressions documents for the different grade levels and begin to identify those “Knowledge Packages” (referred to by Liping Ma) as a useful way to clairy the ideas that students must understand in mathematics content. We will be focusing on 5 aspects of the Knowledge Packages: 1)Concepts, 2)Skills, 3)Representations, 4)Strategies, and 5)Mathematical Language (From book: Small Steps, Big Changes, by Confer and Ramirez). I want to use these “aspects” to help teachers organize their thinking about math topics, as this will give them a structure for asking the same FIVE questions for all math topics………..and use the progressions as a tool in doing this. Then, we will plan lessons that address these aspects, formative assessments, interventions, etc. etc. So, that leads me to these questions: Have any of you used the progressions documents in professional development of teachers? If so, would you be willing to share with me what you did, guiding questions you used, etc . etc., suggestions, comments, etc? THANKS!
Bill,
On your suggested Scope and Sequence for the high school Common Core State Standards, you refer to 6 Projects. Do you have 6 specific projects in mind? Have they been created or are they just place holders?
Sandi, I posted that document but was not the author of it. I think if you ask this question in the same thread where the document was posted you might get an answer from one of the authors.
Melissa did you ever get an answer to you question? We are trying to do this kind of training this summer.