The document details the design of a K-12 mathematics curriculum aligned with Common Core State Standards (CCSS), emphasizing the importance of vertical and horizontal alignment across grade levels. It discusses strategies for creating enduring understandings and essential questions that foster deep inquiry in mathematics education. Additionally, it highlights the significance of standardized practices and consistent vocabulary in the curriculum design process.

1. Designing Common Core State Standards
Systemic Mathematics Curriculum
Part 1
Presented By Janet Hale  www.CurriculumMapping101

2. Oak Grove Mentality
Independent
1 Grove … Multiple Root Systems

3. Aspen Grove Mentality
Systemic Design - Interdependent
1 Grove…1 Root System

4. Architects Contractors
design. build.
LEARN TEACH

5. Prologue (before the speech)
K-12
Task Force

6. If a larger district… K 1 2…
Need to figure out how
to have balanced
representation from each
school in/among grade
levels for the K-12 Math
Task Force.
If one school…
All teachers (K-5, Math
Department – MS/HS)
will be part of the K-12
Math Task Force.
Specialist/Special Ed?

7. Map Type Clarification…
Essential Maps Consensus Maps
2 or more like schools 1 school per level
in district in district
(e.g., 4 ES, 2 MS, 1 HS) (e.g., 1 ES, 1 MS, 1 HS)

8. Phase 1 Design / Phase 2 Design
Vertical Alignment Horizontal Alignment
Design units that represent K- Design units of study that
12 learning continuum (e.g., integrate learning among
Geometry, Measurement/Data) strands in one grade level
by domains with (e.g., intradisciplinary,
cross-connections program-based,
interdisciplinary)

9. Part 1: Laying a Solid Foundation
• Unit Names
• Enduring Understandings/
Essential Questions
• Standards for Mathematical Practice
• Vocabulary

10. Designing
Phase 1
UNIT NAMES
Quickly locating
learning
by reading electronic
(Pre-K) K through 12
“binder” spine.

11. Arizona
http://www.azed.gov/standards-
practices/mathematics-standards/
Ohio
http://education.ohio.gov/GD/Templates/Pages/ODE/
ODEDetail.aspxPage=3&TopicRelationID=1704&Con
tent=123507(Transitional Tools)

12. 
High School
Course
Design
Determine
Desired
Pathway
Math CCSS
Appendix A

13. 
Math CCSS Courses
UNIT NAME SIGNIFIERS: ____________
Math (K-8)
GEOMETRY (K-8) = Suggested
Starting Point K-8
DATA: MEASUREMENT/DATA (K-5)
DATA: STATISTICS/PROBABILITY (6-8)
NUMBER/QUANTITATIVE: COUNTING/CARDINALITY (K)
NUMBER/ALGEBRAIC: NUMBER BASE 10/OPERATIONS (K-5)
NUMBER: NUMBER SYSTEM/EXPRESSIONS/EQUATIONS (6-8)
QUANTITATIVE: RATIOS/PROPORTIONAL RELATIONSHIPS (6-8)
Coordinate Algebra (9) (Integrated Pathway)
EXPRESSIONS/EQUATIONS
LINEAR FUNCTIONS
EXPOTENTIAL FUNCTIONS
DATA ANALYSIS
COORDINATE PLANE
INEQUALITIES
Analytic Geometry (10) Advanced Algebra (11)
(Above examples based on work in Muscogee CSD, Columbus, GA)

14. Part 1: Laying a Solid Foundation
• Unit Names
• Enduring Understandings/
Essential Questions
• Standards for Mathematical Practice
• Vocabulary

15. Enduring Understandings/
Essential Questions
Choices…
1. Create vertically aligned CCSS-based
EUs/EQs as part of Phase 1
2. Create vertically aligned CCSS-based
EUs/EQs as part of Phase 2

16. Enduring Understandings/
Essential Questions
It usually takes a task force two full days
(including initial training: “What are EUs/EQs/SQs?”)
to create K-12 CCSS-based Math EUs/EQs.

17. Exploring Enduring Understandings
and Essential Questions

18. Enduring Understandings (EUs) are the binding threads that
connect (synthesize)Essential Questions (EQs) throughout
students’ vertical learning. Supporting Questions (SQs) add
connections to specific unit-of-study learning based on EQs/EUs.
Enduring Understandings are declarative statements that describe concepts
that transcend grade levels (generalize).
Essential Questions are concept-based questions that probe for deeper
meaning and promote inquiry across grade levels.
Supporting (Unit) Questions are a mix of concept-based/fact-based questions
that probe for deeper meaning and promote inquiry in a unit of study.

19. Relationships existamongthe many attributes of geometric
figures.
EQ: How/Why do attributes of geometric figures relate to
one another? (3-12)
EQ: How are shapes alike and different? (PreK-2)
Shawnee School District
Numbers, measures, expressions, equations, and
inequalitiescan representmathematical situations and
structures in many equivalent forms.
EQ: How do you translate given situations into math
expressions, equations, and formulas and use these to
solve problems? (6-8)
EQ: What strategies and models help us understand how
to solve multiplication and division problems and how
multiplication and division are related/connected? (3-5)
EQ: When solving a problem, how do we know how to
solve it? (K-2) Pennsylvania Department of Ed.
http://www.pdesas.org/module/sas/curriculumframework/

20. 
Design EUs/EQs on Domains/Cluster Standard Statements
(CCSS, p. 5)

21. Part 1: Laying a Solid Foundation
• Unit Names
• Enduring Understandings/
Essential Questions
• Standards for Mathematical Practice
• Vocabulary

22. 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.
(CCSS, pp. 7-8)
Standards for Mathematical Practice are the same K-12…

23. http://www.azed.gov/standards-practices/mathematics-standards/

24. http://www.azed.gov/standards-practices/mathematics-standards/

26. 
Standards for Mathematical Practice
Choices…
1. Embed SMP expectations as part of skill
statements by asking for justifying reasoning and
provide example (e.g., ____) for teachers to gain
insight into higher level of expectation (students
“owning” the learning)
3. Construct viable arguments
and critique the reasoning of
1. Create SMP skill statements others.
that represent the essence
of the eight practices to be
included in Phase 1 and/or
Phase 2 curriculum-map
units of study.

27. Part 1: Laying a Solid Foundation
• Unit Names
• Enduring Understandings/
Essential Questions
• Standards for Mathematical Practice
• Vocabulary

28. 
Vocabulary
Choices…
Embed vocabulary terms and
definitions within Content field?
Skills field? Resources as an attachment?
Format…
Agree on visual format so vocabulary will
be consistent for curriculum design not
only for Math, but other disciplines as well.
The more continuity among disciplines, the
more accurate and useful the reporting
features are within a mapping system (think
making sure the roots are interconnected).

29. Part 1: Laying a Solid Foundation
• Unit Names
• Enduring Understandings/
Essential Questions
• Standards for Mathematical Practice
• Vocabulary

30. Part 2…
•Breaking Apart (Unpacking)
Standards (Use of Crosswalks)
•Content / Skills
• Vertical Reviews(Internal Alignment –
Content/Skills & External Alignment –
Standards/if using, EUs/EQs)
•Horizontal Units (Bridging
Phase 1 & Phase 2 Design Work)

31. Slow and steady stays the course(s).
“Race” to the top step-by-step and intentionally.

32. Janet Hale
www.CurriculumMapping101.com
teachtucson@aol.com 520-241-8797