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July 9, 2011

Common Core State Standards

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July 9, 2011. Common Core State Standards. Goals for Today. Overview of what the Common Core State Standards are and why they were developed Shared vocabulary around instruction Quick reference tool for you and your staff Feedback on how the Council might help you. What the Council Noticed. - PowerPoint PPT Presentation

Citation preview

Page 1: Common Core State Standards

July 9 2011

1 Overview of what the Common Core State Standards are and why they were developed

2 Shared vocabulary around instruction3 Quick reference tool for you and your

staff4 Feedback on how the Council might

help you

Strategic Support Teams visited member districts around the nation

Each state had very different standards No way to compare achievement across

districts Trial Urban District Assessment with NAEP Saw need for a foundation of commonly held

standards across states to ensure college and career readiness international competitiveness and reduce duplicative efforts to create classroom and

professional development materials

The Council actively advocated for development of a set of common standards Not a federal program Developed under the National Governors Association

Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO)

Ad hoc committee of Council districts provided feedback

Three drafts posted for states and organizations to review Finalized in June 2010

Common Core Standards in English Language Arts and Mathematics wwwcorestandardsorg

Standard- A statement that indicates what students are expected to know or be able to do Example Grade 4 Reading for Information

Explain events procedures ideas or concepts in a historical scientific or technical text including what happened and why based on specific information in the text

Curriculum- The set of expectations by grade level and content area It defines the work of the classroom

(A district might name specific texts for students to read or show the types of questions they expect students to be able to answer)

Textbook- A program used by a district to support the teaching of the curriculum

Achievement- Learning that is measured Instructional Alignment- Learning opportunities

designed to ensure student mastery of standards and curriculum expectations

Consistent clear understanding of what students are expected to learn

Robust and relevant to the real world Knowledge and skills that our young

people need for success in college and careers

Positioning to compete successfully in the global economy

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 2: Common Core State Standards

1 Overview of what the Common Core State Standards are and why they were developed

2 Shared vocabulary around instruction3 Quick reference tool for you and your

staff4 Feedback on how the Council might

help you

Strategic Support Teams visited member districts around the nation

Each state had very different standards No way to compare achievement across

districts Trial Urban District Assessment with NAEP Saw need for a foundation of commonly held

standards across states to ensure college and career readiness international competitiveness and reduce duplicative efforts to create classroom and

professional development materials

The Council actively advocated for development of a set of common standards Not a federal program Developed under the National Governors Association

Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO)

Ad hoc committee of Council districts provided feedback

Three drafts posted for states and organizations to review Finalized in June 2010

Common Core Standards in English Language Arts and Mathematics wwwcorestandardsorg

Standard- A statement that indicates what students are expected to know or be able to do Example Grade 4 Reading for Information

Explain events procedures ideas or concepts in a historical scientific or technical text including what happened and why based on specific information in the text

Curriculum- The set of expectations by grade level and content area It defines the work of the classroom

(A district might name specific texts for students to read or show the types of questions they expect students to be able to answer)

Textbook- A program used by a district to support the teaching of the curriculum

Achievement- Learning that is measured Instructional Alignment- Learning opportunities

designed to ensure student mastery of standards and curriculum expectations

Consistent clear understanding of what students are expected to learn

Robust and relevant to the real world Knowledge and skills that our young

people need for success in college and careers

Positioning to compete successfully in the global economy

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 3: Common Core State Standards

Strategic Support Teams visited member districts around the nation

Each state had very different standards No way to compare achievement across

districts Trial Urban District Assessment with NAEP Saw need for a foundation of commonly held

standards across states to ensure college and career readiness international competitiveness and reduce duplicative efforts to create classroom and

professional development materials

The Council actively advocated for development of a set of common standards Not a federal program Developed under the National Governors Association

Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO)

Ad hoc committee of Council districts provided feedback

Three drafts posted for states and organizations to review Finalized in June 2010

Common Core Standards in English Language Arts and Mathematics wwwcorestandardsorg

Standard- A statement that indicates what students are expected to know or be able to do Example Grade 4 Reading for Information

Explain events procedures ideas or concepts in a historical scientific or technical text including what happened and why based on specific information in the text

Curriculum- The set of expectations by grade level and content area It defines the work of the classroom

(A district might name specific texts for students to read or show the types of questions they expect students to be able to answer)

Textbook- A program used by a district to support the teaching of the curriculum

Achievement- Learning that is measured Instructional Alignment- Learning opportunities

designed to ensure student mastery of standards and curriculum expectations

Consistent clear understanding of what students are expected to learn

Robust and relevant to the real world Knowledge and skills that our young

people need for success in college and careers

Positioning to compete successfully in the global economy

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 4: Common Core State Standards

The Council actively advocated for development of a set of common standards Not a federal program Developed under the National Governors Association

Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO)

Ad hoc committee of Council districts provided feedback

Three drafts posted for states and organizations to review Finalized in June 2010

Common Core Standards in English Language Arts and Mathematics wwwcorestandardsorg

Standard- A statement that indicates what students are expected to know or be able to do Example Grade 4 Reading for Information

Explain events procedures ideas or concepts in a historical scientific or technical text including what happened and why based on specific information in the text

Curriculum- The set of expectations by grade level and content area It defines the work of the classroom

(A district might name specific texts for students to read or show the types of questions they expect students to be able to answer)

Textbook- A program used by a district to support the teaching of the curriculum

Achievement- Learning that is measured Instructional Alignment- Learning opportunities

designed to ensure student mastery of standards and curriculum expectations

Consistent clear understanding of what students are expected to learn

Robust and relevant to the real world Knowledge and skills that our young

people need for success in college and careers

Positioning to compete successfully in the global economy

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 5: Common Core State Standards

Standard- A statement that indicates what students are expected to know or be able to do Example Grade 4 Reading for Information

Explain events procedures ideas or concepts in a historical scientific or technical text including what happened and why based on specific information in the text

Curriculum- The set of expectations by grade level and content area It defines the work of the classroom

(A district might name specific texts for students to read or show the types of questions they expect students to be able to answer)

Textbook- A program used by a district to support the teaching of the curriculum

Achievement- Learning that is measured Instructional Alignment- Learning opportunities

designed to ensure student mastery of standards and curriculum expectations

Consistent clear understanding of what students are expected to learn

Robust and relevant to the real world Knowledge and skills that our young

people need for success in college and careers

Positioning to compete successfully in the global economy

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 6: Common Core State Standards

Consistent clear understanding of what students are expected to learn

Robust and relevant to the real world Knowledge and skills that our young

people need for success in college and careers

Positioning to compete successfully in the global economy

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 7: Common Core State Standards

Not to need remediation in college Build on the best work of states Evidence matters as to what is needed

for college and careers Time for teachers to teach and for

students to learn

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 8: Common Core State Standards

Aligned with college and work expectations Clear understandable and consistent Rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards Informed by other top performing countries

so that all students are prepared to succeed in our global economy and society and

Evidence-based

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 9: Common Core State Standards

Reading and language arts K-12 Mathematics K-12 Science will be next

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 10: Common Core State Standards

Reading Writing Listening and Speaking Language Media and Technology

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 11: Common Core State Standards

From 80 literature to 50 informational text

Progression of complex text in multiple content areas

Focus on text-dependent questions rather than personal opinions

Shift from narrative of personal life and opinions to conveying complex information with clarity and use of evidence

Academic vocabulary becomes the true language of power

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 12: Common Core State Standards

ldquoStaircaserdquo of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school

Progressive development of reading comprehension Diverse array of classic and contemporary literature as

well as challenging informational texts in a range of subjects

Build knowledge gain insights explore possibilities and broaden their perspective Because the standards are building blocks for successful classrooms

The standards mandate certain critical types of content for all students including classic myths and stories from around the world foundational US documents seminal works of American literature and the writings of Shakespeare

The standards appropriately defer the many remaining decisions about what and how to teach to states districts and schools

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 13: Common Core State Standards

Write logical arguments based on substantive claims sound reasoning and relevant evidence

Opinion writingmdasha basic form of argumentmdashextending down into the earliest grades

Researchmdashboth short focused projects (such as those commonly required in the workplace) and longer term in-depth research

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments informationalexplanatory texts and narratives in the various grades

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 14: Common Core State Standards

The standards require that students gain evaluate and present increasingly complex information ideas and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one-on-one small-group and whole-class settings Formal presentations are one important way such talk occurs but so is the more informal discussion that takes place as students collaborate to answer questions build understanding and solve problems

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 15: Common Core State Standards

Grow vocabularies through a mix of conversations direct instruction and reading

Determine word meanings appreciate the nuances of words and steadily expand their repertoire of words and phrases

Use formal English in their writing and speaking Be able to make informed skillful choices among

the many ways to express themselves through language

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing speaking and listening

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 16: Common Core State Standards

Just as media and technology are integrated in school and life in the twenty-first century skills related to media use (both critical analysis and production of media) are integrated throughout the standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 17: Common Core State Standards

The US curriculum is lsquoa mile wide and an inch deeprsquo

East Asian countries excel in math while concentrating their focus on few areas each year

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 18: Common Core State Standards

Traditionally strands of mathematics run from K-12 even if we have to invent items to go in each strand

In Common Core mathematics instruction is not just a checklist of topics to cover but a set of interrelated and powerful ideas

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 19: Common Core State Standards

Operations and Algebraic Thinking Grade 3 (Example of CCSS Organization)

Represent and solve problems involving multiplication and division

1Interpret products of whole numbers eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each For example describe text in which a total number of objects can be expressed as 5 times 72Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 20: Common Core State Standards

3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem

4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8times = 48 5 = 1048781 divide 3 6 times 6 =

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 21: Common Core State Standards

K-2 whole numbers and the quantities they measure addition and subtraction

3-5 multiplication and division fractions

6-7 Proportional reasoning equations 8-High School Algebra and beyond

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 22: Common Core State Standards

Making connections at a single grade

Properties of Operations

Area

Multiplication and Division

Area

Beth Cocuzza

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 23: Common Core State Standards

Solid foundation in whole numbers addition subtraction multiplication division fractions and decimalsmdashwhich help young students build the foundation to successfully apply more demanding math concepts and procedures and move into applications

In kindergarten the standards follow successful international models and recommendations from the National Research Councilrsquos Early Math Panel report by focusing kindergarten work on the number core learning how numbers correspond to quantities and learning how to put numbers together and take them apart (the beginnings of addition and subtraction)

The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions negative numbers and geometry and do so by maintaining a continuous progression from grade to grade

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 24: Common Core State Standards

The standards stress not only procedural skill but also conceptual understanding to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test but forget it shortly thereafter only to review again the following year

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 25: Common Core State Standards

Having built a strong foundation K-5 students can do hands on learning in geometry algebra and probability and statistics Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 26: Common Core State Standards

Practice applying mathematical ways of thinking to real world issues and challenges they prepare students to think and reason mathematically

Help students develop a depth of understanding and ability to apply mathematics to novel situations as college students and employees regularly do

Emphasize mathematical modeling Use mathematics and statistics to analyze empirical situations

understand them better and improve decisions For example the draft standards state ldquoModeling links classroom

mathematics and statistics to everyday life work and decision-making It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions Quantities and their relationships in physical economic public policy social and everyday situations can be modeled using mathematical and statistical methods When making mathematical models technology is valuable for varying assumptions exploring consequences and comparing predictions with datardquo

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 27: Common Core State Standards

Consistent learning expectations across the states

Efficiency in designing teacher preparation professional development support classroom materials and assessments

Enhanced student achievement to prepare for college or careers

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 28: Common Core State Standards

Albuquerque Atlanta Boston Cleveland Philadelphia St Paul Washington DC New York City

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 29: Common Core State Standards

Two consortia PARCC- Partnership for Assessment of

Readiness for College and Careers wwwfldoeorgparcc

Smarter Balance wwwk12waussmarter

Developing guiding materials

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 30: Common Core State Standards

Two public service announcements on Common Core purpose and features

Internal communications document (Effects measured by Council-designed survey protocol)

One and two-pagers and QampA information document to be tailored for parents community and press

Change management booklet

  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need
Page 31: Common Core State Standards
  • Common Core State Standards
  • Goals for Today
  • What the Council Noticed
  • Councilrsquos Involvement
  • A Little Vocabulary
  • Mission for the Common Core
  • Profound Pact with Students
  • Common Core Guiding Principles
  • What are the Common Core State Standards (CCSS)
  • Language Arts
  • Major Shifts
  • Slide 12
  • Reading
  • Writing
  • Listening and Speaking
  • Language
  • Media and Technology
  • Mathematics
  • Slide 19
  • Slide 20
  • Slide 21
  • Common Core Fluency and Precision
  • Slide 23
  • Mathematics K-5
  • Computation and More
  • Middle School Math
  • High School Math
  • Potential
  • Pilot Districts
  • Next Generation Testing Under Development
  • What the Council is Planning
  • What do you need