- The Illustrative Mathematics Project
- Progressions for the Common Core
- Common Core Atlas (draft, pdf version)
- Hyperlinked version of the mathematics standards
- K–8 Standards by domain: Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations—Fractions, Measurement and Data, Geometry, Ratio and Proportional Relationships, The Number System, Expressions and Equations, Statistics and Probability, Functions.
- CCSSM Clickable Map V2.0
- Standards for Mathematical Practice presentation and slides
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Pingback: K–8 standards by domain in pdf form | Tools for the Common Core Standards
We need more guidance and information to implement the core curriculum in grades 7 and 8.
We are working on it as fast as we can!
I am interested in these as well. I teach 7th Grade math in NYC. Rose, If you come up with anything, or across anything helpful, can you share? I will as well. Thank you! =)
I and bunch of other colleagues have Common Core 360, and it has a lot to do with implementing core curriculum. They give video examples from several grade levels, and I think I’ve even seen some 7th and 8th grade materials. Here’s some info: http://www.common-core-tools.com/common-core-tools/
Bill,
Thank you so much for this blog!, I have found it a very useful tool to help our 18 county districts with the transition to the CCSS.
Any suggestions on where teachers can find “good, research-based” activities/lessons to help supplement what we already have to meet the common core standards? Thank you.
Cindy
NCTM appears to be leading the movement on this and already has some activities (mostly HS) posted. Also, you can register on the PARCC site to receive/pilot/provide feedback for the performance tasks/assessments being developed by them.
In addition to the NCTM effort, the Illustrative Mathematics Project (illustrativemathematics.org) is developing sample problems and tasks to illustrate the Common Core.
I just read the first few illustrations. They are excellent, but have many typing errors. Can we please get these corrected?
Debbie, if you send the errors to request@illustrativemathematics.org, we will correct them.
Connected Mathematics Project (CMP2) is NSF funded and is a wonderful source of mathematics tasks. I have used this for years and am relieved I don’t need to buy new books to meet the standards! The 8 mathematical practices are built in as well.
We are trying to update our end of the trimester Common Assessments for use next school year. Do you have a mapping/pacing document or a suggested order of CCSS for each grade level yet? Do you have any suggestions for accomplishing this before the start of next school year?
No, we are not planning to produce such a document. Are you trying to do this for every grade level at once, or are you focusing on particular grade levels to begin with? I’ll see if I can find out what other states are working on the same grade levels. (Also, it would be worth sending a message to the NCSM listserv about this if you haven’t done so already.)
Thank you for responding! Due to School Improvement requirements we need to update our Common Assessments for each Trimester, for grades K-8. We started today, but it is going slow. I am doing third grade, since I teach that grade. We used the MI GLCE/CCSS Crosswalks created by Ruth Anne Hodges to delete things being removed from our grade and add new questions for new CCSS. Next, we are updating our pacing /mapping charts. Then, we will align our teaching materials to the CCSS. The Progressions are very helpful! These will be used for each domain as we list the CCSS and match those to our teaching materials. We want to have this accomplished to give our teachers before school starts next year.
Bill,
Is there anyone or any group involved with the development of the CCSS that is attempting to clarify the meaning or the intent of the standards? Take, for instance, high school standard S.MD.6(+): Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). All this standard appears to be saying is that a decision is “fair” if all outcomes are equally likely. Is that really the meaning/intent of the standard? If so, why is it a “plus” (advanced) standard?
I’m concerned that some of the standards are vaguely worded and that it will be up to the assessment consortia (SBAC and PARCC) to clarify their meaning. Of course, we won’t know about the clarifications until after students start taking the assessments in a couple of years!
Thanks for any light you can shed on this matter.
Doug
The progressions project will eventually publish a progression on the high school statistics and probability standards. As for the standard you mention, I have two comments. First, the plus sign on a standard does not necessarily mean it is advanced, just that it is beyond the college and career ready threshold; that could be because it is advanced, but could also simply because it describes mathematics that was not judged essential for college and career readiness. Second, it is part of a sequence of standards in the S-MD domain (Using Probability to Make Decisions) and makes more sense when read as part of that sequence. There are in fact some advanced standards in the sequence, but this particular one is just filling in an obvious implication of the domain heading, namely that one way to use probability to make fair decisions is to use some randomizing device to choose (e.g., choosing passengers for screening at random rather by profiling).
Hi, Are you the same Doug Van Wassenhove that taught math in the 1980′s?
Bill,
I attended the NCTM conference in Orlando this past July where you said that the Common Core Standards should not be distilled into a checklist. While I agree with this in theory, at some point my students will be assessed by a test developed by an outside agency. No doubt, they will use that checklist to develop the assessment. What advice do you have for those of us who value teaching rich mathematics and mathematical thinking, but who have to face the reality of the checklist?
Pam
Are there any solid resources available for target/reporting indicators that can be used for CCSS aligned report cards?
I don’t know of any. I imagine people might be waiting to see what happens with the common assessments.
I am a first grade teacher using the Everyday Mathematics series with supplements. I am directed to use letter grades to report student progress this year in all subject areas–A,B,C, and I (Incomplete). Are other districts using letter grades in the elementary grades?
Bill,
I am a high school math teacher that has taught math for 31 years. I attended a two day presentation from Sue Gendron. She suggested that I email you with my comment/question.
With all the priorities we have made on what students need to know, why do we require students know the volume formulas for spheres and cones (8.G.9 and 6.GMD.3). I am a firm believer of knowing area and volume formulas for common models. I am also a firm believer that students need to be able to find a rarely needed formula and use it to find an unknown.
I categorize formulas for spheres and cones to be very rarely needed formulas. I would guess that less than 0.1 % of the adult (non-math teachers) population ever use the volume formula for a sphere or cone in their entire adult life. And, those people could quickly find the formula and apply it.
Thank you for your time and your response.
Tony
I’m sorry you don’t find the beauty of these formulas sufficient reason for their inclusion. I have to say that they were not even on the list of possible exclusions. We were working for the states, writing state standards, and our job was to come up with standards that most states could adopt. If you can find a single set of state standards that excludes these formulas I’d be interested to know. Of course, if we had the luxury of defining a separate course of study for every child, some parents might indeed choose to spare their children these formulas. But I just don’t think it would fly omitting them from a document purporting to provide common standards.
Bill,
We have found the resources on the Common Core Tools website to be very helpful to interpreting the new math standards.
We are trying to be very patient, but do you know the timeline for releasing the geometry progressions document? We have so many questions about the depth to which to take students in geometry at each grade level and hope this document will answer those questions for us.
Thank you for your continued commitment to this endeavor!
Ann
Thanks for your patience! We are working on the geometry progressions document right now, hope to get it to you soon!
Where can I find the math tasks that you refer to in the Task Contest announcement. Specifically, “8.F High School Graduation” and is available on the Illustrative Mathematics website.
Sallie,
Go here http://illustrativemathematics.org/standards/k8
Then I clicked on “Show only illustrated standard/”.
Now scroll down to 8f and click on “see illustrations”.
In reading the draft of the 4th and 5th grade progressions for fractions, the documents on this site refer several times to using different denominators to add/subtract and solve word problems in the 4th grade. However, the CCSS identifies work with only like denominators for addition/subtraction in 4th grade. Am I missing something?
Bill,
My wife and I are currently assisting the Amphitheater School District with the training of their teachers from grade K to 6 on the Common Core Standards. We would love to have links in our PowerPoint presentations and PDF files (both of which we give to the teachers attending our classes) that went directly to a portion of the text or an illustration that we would like to provide as part of our lesson.
For example, teachers have a hard time understanding the division of a fraction by a fraction. The 6.NS Traffic Jam illustration provides an excellent means of giving teachers some intuition about the division of fractions.
The problem is that I see no way to link to this illustration directly, or any text with the illustrations. Are there any plans to provide links. I don’t think I can get elementary school teachers to go to the home page and navigate down. In case the answer is no, am I free to copy and paste illustrations such as the one referenced in my presentation?
Robert Springer
I’m interested in knowing if there is a definitive source to help me get up to speed on the promise and limitations of geometric transformations at the high school level in regards to their heavy emphasis in the CC (proofs that are possible with either just them or a combination of them and traditional Euclidian proofs, whether or not they will subtlely crowd out Euclid eventually, etc.). I really want to be as conversant with the possibilities of this approach as it is possible to be. Any suggestions?