Implementation of
Common Core State Standards for Mathematics
Continued Progress
The Common Core state Standards require us to think about the content we teach, how we teach that content, and how students apply their learning. This will require us to think creatively about resources
The emphasis in elementary grades is to allow classrooms to spend more time developing students' understanding of number. This increased focus on number sense will require us to think about different ways to teach some of the same concepts (and some new topics). In order to be truly successful for each student, we must pool our resources and share our ideas with one another.
Middle School: More to come
In High School the mathematical expectations are as high, or higher, than they have been. In North Carolina, the organization of the standards will require us to think about how strands of math (algebra, geometry, data, etc.) each work together. As nearly all students are expected to successfully complete Algebra I, Geometry, Algebra II, and a fourth math, this will challenge us to think of ways to engage students in their mathematical thinking. The re-organization of standards will require us to share resources and ideas that have previously been used in traditional math courses. Although the names of the courses have not changed, what is expected in terms of standards to be taught has changed dramatically.
Use the links above to develop your understanding of the new standards. This will be an intense, but important venture. Please share your thoughts and resources as we move forward.
The emphasis in elementary grades is to allow classrooms to spend more time developing students' understanding of number. This increased focus on number sense will require us to think about different ways to teach some of the same concepts (and some new topics). In order to be truly successful for each student, we must pool our resources and share our ideas with one another.
Middle School: More to come
In High School the mathematical expectations are as high, or higher, than they have been. In North Carolina, the organization of the standards will require us to think about how strands of math (algebra, geometry, data, etc.) each work together. As nearly all students are expected to successfully complete Algebra I, Geometry, Algebra II, and a fourth math, this will challenge us to think of ways to engage students in their mathematical thinking. The re-organization of standards will require us to share resources and ideas that have previously been used in traditional math courses. Although the names of the courses have not changed, what is expected in terms of standards to be taught has changed dramatically.
Use the links above to develop your understanding of the new standards. This will be an intense, but important venture. Please share your thoughts and resources as we move forward.