Mathematics standards define what K–12 students should know and be able to do in math. While they are grade-specific, the standards do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.
Designing High School Mathematics Courses Based on the Common Core State Standards [PDF]
As states look at how to implement the high school CCSS, an important consideration is how these standards might be organized into courses that provide a strong foundation for postsecondary success. To address this need, Achieve, (in partnership with the Common Core writing team) has convened a group of experts, including state mathematics experts, teachers, mathematics faculty from two- and four-year institutions, mathematics teacher educators, and workforce representatives to develop Model Course Pathways in Mathematics based on the CCSS.
Comparing the Common Core State Standards in Mathematics and NCTM’s Curriculum Focal Points [PDF]
As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to—and build on—existing standards in mathematics. This brief describes the comparison between the CCSS and the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Points. (July 2010)
CCSS Model Course Pathways in Mathematics
Achieve (in partnership with the CCSS mathematics-writing team) convened a group of experts to develop Model Course Pathways in Mathematics based on the CCSS. Four model course pathways were created, each of which is intended to significantly increase the coherence of high school mathematics courses.
Learning Progressions Frameworks Designed for Use with the Common Core State Standards in Mathematics K-12 [PDF]
This document was developed in 2010 by national content experts, researchers, and master teachers from across the U.S. using empirical research and the CCSS in mathematics.
Expanded Learning Progressions Frameworks (LPF) for K–12 Mathematics
Three expanded grade-level views for grades K–4, 5–8, and 9–12 have been created as companion documents to the original Learning Progressions Frameworks Designed for Use with the CCSS in Mathematics K–12 (2010). These expanded versions show how smaller learning progressions can be drawn from the LPF using the progress indicators and highlighted links to the CCSS in mathematics. Unlike the original, these documents are organized by smaller grade spans. Each version displays all six LPF mathematics strands “unpacked” for ease of use by teachers and curriculum and assessment developers.
Ohio Mathematics Common Core State Standards and Model Curriculum
During the summer and fall of 2010, teachers across Ohio worked collaboratively in teams to suggest instructional strategies and resources that align with the revised standards.
Review of Common Core Math Standards
Among the critical comments about the standards is a “rebuttal” of mathematics standards by Professor R. James Milgram.
Tools for the Common Core Standards
Dr. William McCallum, head of the University of Arizona’s mathematics department and a lead author of the CCSS for Mathematics, has created this website to provide news about tools that are being developed to support implementation of the CCSS.