Common Core Standards For
Mathematics
MATHEMATICAL PRACTICES
Quick Update
45 States and District of Columbia have
adopted CCSS
FCUSD Implementation Plan (review)
2011-2012
Phase 1
Informational
Introduction to Math Practices
Using current math resources to teach Mathematical Practices
ELA – Overview + Informational Text
2012-2013
Phase 2
Partial
Implementation
Elementary & Secondary Math – PD Math Practices and Understanding Grade Level
Standards
ELA – Informational Text + Writing
2013-2014
Phase 3
Partial
Implementation
Elementary Math - PD Math Practices & Grade Level Standards; Understanding Assessments
Secondary Math - PD Math Practices begin transition to selected standards
ELA - Informational Text + Writing + Collaborative Conversations; Understanding
Assessment
2014-2015
Phase 4
Full
Implementation
Elementary & Secondary Math – Full implementation
ELA – Full implementation
Assessments
Two Types of Math Standards Within
Common Core
Standards for Mathematical
Practice
K-8 grade level standards
Describe varieties of expertise
that educators should seek to
develop in their students
9-12 standards organized by
conceptual category
(NOT by course)
Identify processes and
proficiencies that are hallmarks
of mathematically proficient
students
Remain the same throughout all
grades K-12
Common Core Standards Overview
Domain
Standards
Mathematical
Practices
Standards for Mathematical Practice
Standards
for Mathematical
Practice
CCSS Mathematical
Practices

1. Make sense of problems and persevere in solving them
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2. Reason abstractly and quantitatively.
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3. Construct viable arguments and critique the reasoning of others.
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4. Model with mathematics.
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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.
PLAY
1. MAKE SENSE OF PROBLEMS AND
PERSEVERE IN SOLVING THEM.
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Students need to develop a “puzzler’s disposition”
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Too often students jump in to attempt a solution too fast.
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Give them a chance to puzzle things out using what they know
Remember: mysteries are fun but not if someone tells you the answer
before you even try to solve it!
They just want to “do” something to the numbers.
Modify questions so they ask for more thought and not only
for a numeric “answer.”
Common type of fraction problem:
What fraction of the bar is shaded blue?
What kind of mathematical thinking was required?
• Procedural
• Definitional
Promoting Mathematical Thinking
What fraction of the white
strip is the pink strip?
What kind of mathematical PRACTICES
did the fraction problems require?
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Math Practice 1: Make sense of problems and persevere in
solving them.
Math Practice 2: Reason abstractly and quantitatively.
Math Practice 3: Construct viable arguments and critique the
reasoning of others.
Math Practice 5: Use appropriate tools strategically.
Math Practice 6: Attend to precision.
Much more attention than “mathematical reasoning”
standards
Finding Mathematical Practices in our
current program

Transitioning to Mathematical Practices with
our current resources

Look at a problem-solving lesson in your TE

Tweak the lesson to make it more aligned to
the mathematical practices.

What if you let the students work on the problem
before you showed them each step to take?
Question from our book:
What number do these base ten blocks represent?
Incorporating Math Practices
Can you find a way to make 124 using only tens and
ones?
Can you find a different way?
Find as many ways as you can to make 124 using
hundreds, tens, and ones.
If you think you have found
all the ways, explain how you
know your list is complete?
3. Construct viable arguments and
critique the reasoning of others.

Students talk about math and explain their thinking.

They construct arguments using concrete referents such as
objects, drawings, diagrams, actions.

Students at all grades can listen or read the arguments of
others, decide whether they make sense, and ask useful
questions to clarify or improve the arguments.

One kind of task that naturally “pulls” children to explain is a
“How many ways can you…” task.
Textbook activity
• In your TE find a “Talk
About It” exercise.
• Work with a partner: if
necessary, how can you
make it a more
mathematically rich
discussion?
Mathematical Practices 3:
Construct viable arguments and
critique the reasoning of others.
“What are the factors for 12?”
Find two numbers whose factors
include 2, 3, 4, 6.
How are the two numbers related?
Putting it into Practice
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Work to develop new “habits of mind”
Give kids the background necessary to puzzle through
problems
Use the resources you have: tweak it here and there
Lots of information on the internet
Continuing professional development through district and
Sacramento County Office of Education
For more information:
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Common Core State Standards initiative:
www.corestandards.org
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California Common Core Standards:
www.cde.ca.gov/ci/cc/
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Assessment:
www.smarterbalance.org
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Mathematical Practices:
http://thinkmath.edc.org
Common Core State Standards
 Exit Ticket
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learned…
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 Comments…
Thank you!