The document provides a brief history of mathematics education standards leading up to the Common Core State Standards, adopted in 2010. It describes key lessons learned about how students best learn mathematics, primarily by doing math rather than just listening. The goals of the Common Core are to provide consistent standards to prepare students for college and careers and compete globally. The standards focus on coherence, clarity, and specificity. They describe mathematical practices and content domain progressions from kindergarten through high school.

1. Common Core State
Standards K-5
1
July 2015

2. A Little History
1989: NCTM’s Curriculum and Evaluation Standards
2000: NCTM’s Principles and Standards for School
Mathematics
2006: NCTM’s Curriculum Focal Points –
Standards Clarification Document (NJ)
2008: National Math Advisory Panel Report
2010: Common Core State Standards
2

3. What We Have Learned about
Mathematics Education
 Students must learn basics, but knowing the
basics alone is not enough.
 Learning mathematics with understanding is
essential to enable students to solve new
problems.
 Students learn mathematics primarily by doing
mathematics rather than just listening and
memorizing.

4. Intro to Common Core
https://www.teachingchannel.org/videos/common-
core-state-standards-elementary-school
4

5. Goals of Common Core
Provide a consistent, clear understanding of what
students are expected to learn, so teachers and
parents know what they need to do to help them.
Be robust and relevant to the real world,
reflecting the knowledge and skills that our young
people need for success in college and careers.
Prepare students for the future, our communities
will be best positioned to compete successfully in
the global economy.
5

7. 7
Focus
Coherence
Clarity
Specificity

8. 8
Grade-Level Standards (Content)
 K-8 grade-by-grade standards organized by
domain
 9-12 high school standards organized by
conceptual categories
Common Core State Standards
for Mathematics
Standards for Mathematical Practice
 Describe mathematical “habits of mind”
 What good mathematicians do
 Connect with content standards in each grade

9. CCSS Domain Progression
K 1 2 3 4 5 6 7 8 HS
Counting &
Cardinality
Number and Operations in Base Ten
Ratios and Proportional
Relationships Number &
QuantityNumber and Operations –
Fractions
The Number System
Operations and Algebraic Thinking
Expressions and Equations Algebra
Functions Functions
Geometry Geometry
Measurement and Data Statistics and Probability
Statistics &
Probability

10. 10
Format of K-8
Mathematics Standards
Domains: overarching ideas that connect topics across
the grades
Clusters: illustrate progression of increasing
complexity from grade to grade
Standards: define what students should know and be
able to do at each grade level

11. Big Ideas
K-2:
Addition & Subtraction
Place Value & 10
Grades 3-6:
Multiplication & Division
Fractions
Decimals
11
Grades 7-8:
Percents
Algebra
High School:
Modeling

12. CCSS Mathematical Practices
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.

13. Balanced Math
Fact Fluency Conceptual
Understanding
Problem
Solving

14. What’s the Bottom Line?
Less likely to retain
information
More likely to retain
information
Isolated Basic
Skills
Connected Facts
 Contextual
Setting
Use Technology
14

15. The Geometry of Chocolate
15