# Jason Zimba’s “wiring diagram”

In the article by Jason Zimba that I posted here, there were glimpses of a diagram showing connections between standards. A lot of people have asked me where the complete diagram is, so I prevailed upon Jason to make it available here, along with an introduction explaining what it is and is not intended to achieve. I would stress one point, since everybody so much wants to be reading the standards as curriculum, that it is not in any sense a diagram of curriculum, although it could be useful to curriculum designers.

UPDATE 10/29/2015 by Jason Zimba – The wiring diagram now exists as a more fully fledged digital tool called the “Coherence Map,” found at www.achievethecore.org/coherence-map. When you click the link, you will be able to navigate the content standards via their connections, and you will also see resources keyed to individual standards, such as relevant excerpts from the Progressions documents, tasks from Illustrative Mathematics, and other open resources (this feature is meant to grow over time).

## 13 thoughts on “Jason Zimba’s “wiring diagram””

1. Howard Levine

please send the actual URL, the embedded link did not open on my computer

2. This is interesting! Could I interpret the “6A”, “6B”, “6C” divisions to roughly correspond to material covered each trimester?

• The A, B, C groupings are explained in the preface to the graph, which is important to read in general for the way it puts the graph in context. (See the first few pages of the PDF file.)

As to this specific question, I’m not sure if those groupings correspond to fixed periods of time such as trimesters. For example, it seems to me that group A is generally, in some sense, “less time” than group C. But I would leave such judgments to others…and stress that different curriculum authors might choose to sequence things differently.

3. Maggie Hackett

Awesome – Thanks for sharing. I had started to do this, got as far as connections between OA & NBT in 1st grade, and then was horrified at the “mess” that evolved. 🙂

• Likewise Maggie. Seeing Jason’s work just brings home the point that I could never have finished to the degree that he has.

4. Gretchen Muller

We are spending time looking at and interpreting Jason’s graph. Does anyone know the difference between the green and black lines? Everything else is explained in the document. Thanks.

• Bob Reynolds

It appears the green lines represent relationships between different grade levels, but I may be wrong.

• (That is correct.)

5. Marca

Is it correct to assume that A, B, and C may reference primary standards, supporting, and such?

• No. There are probably some patterns, but no fixed rule of that sort underlies the groupings.

For example, one can see that the standards belonging to major clusters often exhibit long or complex chains of arrows in the diagram, and this would tend to push the beginnings of those chains all the way back into Group A. And the endpoints of those chains are also going to belong to major clusters, so major work will often stretch into Group C as well. Meanwhile, additional work often lacks those long or complex chains of arrows, so it might not end up in Group A very often, or maybe even Group B. So these circumstances might lead to some patterns, but as I say, there wasn’t any mechanistic rule determining these things in the diagram.

6. Jason, Sorry for the duplicate questions – I sent these via email through your blog as well. But I see you are actively answering questions here, so here goes:

Most versions of your diagram I have seen end at 8th grade. But I am recalling seeing one version that “ended” at 8th grade, but had the beginning of the “next page” and I thought I could see what appeared to be a high school section of the chart. I am very interested in your take on the 9-12 standards and how you see them connecting to the K-8 standards. Is this something you would be willing to share as well?

Additionally, a few standards have a note above them. Could you share your rationale as to why it was important enough to include some small detail at times? Why those standards in particular?

And finally, the K and 8th grade standards have a stand-alone standard not connected to anything, while the 3rd grade standards have a “Not shown: 3.MD:1” footnote rather than including it similar to K and 8th. Is there any significant reason for the difference?