CALIFORNIA COMMON CORE

STATE STANDARDS

History & Vision

THE STANDARDS The new standards are rigorous, research-

based, and designed to prepare every student for success in college and the workforce.

The first step in the process of developing these standards was the development of the College and Career Readiness standards.

These became the foundation for the Common Core State Standards (CCSS).

THE STANDARDS The standards are internationally

benchmarked to ensure that our students are able to compete with students around the world.

The standards are focused and clear, allowing students, parents and teachers to understand what is expected of them.

COMMON CORE DEVELOPMENT

In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.

Initially 48 states and three territories signed on.

www.corestandards.org

COMMON CORE DEVELOPMENT

On August 2, 2010, the California State Board of Education (SBE) voted unanimously to adopt new standards for both mathematics and English-language arts.

At least 85% of the standards were to consist of the CCSS with up to 15 percent additional material.

As of June 2, 2010, 45 states have officially adopted the standards.

Adoption was required for Race to the Top funds.

Added standards to develop ideas not included in CCS Grade 2-Operations and Algebraic Thinking

Grade 5-Operations and Algebraic Thinking

High School Geometry-Geometric Measurement and Dimension

EXAMPLES OF ADDITIONAL 15%:

6

© 2011 California County Superintendents Educational Services Association • Mathematics

General Overview

Added language to existing standard Grade 2-Measurement and Data

Grade 4-Geometry

EXAMPLES OF ADDITIONAL 15%:

7

© 2011 California County Superintendents Educational Services Association • Mathematics

General Overview

GRADE 8 MATHEMATICS TWO OPTIONS

The CaCCS prepare students for Algebra 1 in grade 8.

The CaCCS also include a set of challenging grade 8 Algebra 1 standards to prepare students for success in higher math.

TOWARD GREATER FOCUS AND COHERENCE

Avoid the Aim for problem of clarity

“mile wide and and an specificityinch deep”

COHERENCE DESIGN

Topics and performances are logical over time

Reflect hierarchical nature of the content

Evolve from particulars to deeper structures

Based on learning progressions research on how students learn

COMMON CORE CONTENT & STRUCTURE

The Common Core standards for mathematics: aim for clarity and specificity Being able to apply concepts and skills to

new situations is expected Stress conceptual understanding of key

ideas Balance mathematical understanding and

procedural skill Deep learning of concepts is emphasized

BENEFITS FOR STATES AND DISTRICTS

Allows collaborative professional development based on best practices

Allows development of common assessments and other tools

Enables comparison of policies and achievement across states and districts

Creates potential for collaborative groups to get more economical mileage for: Curriculum development, assessment,

and professional development

COMMON CORE FORMAT

K-8

Grade Domain Cluster Standards

(There are no pre-K Common Core Standards)

ommoCor Format

COMMON CORE FORMAT

High School

Conceptual Category Domain Cluster Standards

COMMON CORE FORMAT Domains are large groups of related

standards. Look for the name with the code number on it for a Domain. Domains are overarching big ideas that connect topics across the grades

Clusters are groups of related standards. Clusters appear inside domains.

Standards define what students should be able to understand and be able to do – part of a cluster.

FORMAT OF STANDARDS

DEVELOP CONCEPTUAL UNDERSTANDING

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7)

What specifically in the standard supports “developing conceptual understanding”?

HIGH SCHOOL MATHEMATICS

The high school standards are listed in conceptual categories:

Number and QuantityAlgebraFunctionsModeling (*) GeometryStatistics and Probability

Modeling standards are indicated by a (*) symbol.Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

HIGH SCHOOL PATHWAYS Pathway A: Consists of two algebra courses

and a geometry course, with some data, probability and statistics infused throughout each (traditional)

Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.

The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates.

CACCSS MATHEMATICAL PRACTICES

The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

8 CCSSM 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.

8 CACCSS MATHEMATICAL PRACTICES

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.