Common Core Aligned 3-8
State Assessments
W H AT A R E T H E C H A N GE S F O R
M AT HE MAT I C S?
H O W A R E W E P R E PA R I N G O U R
STUDENTS FOR THEM?
Common Core Standards Overview
 Fewer, clearer, and higher
 “What” not “How” of instruction—end year expectations, not a
program
 Aligned with college and work expectations
 Expectations are consistent for all – and not dependent on a
student’s state or zip code.
 Include rigorous content and application of knowledge through
higher order skills
 Internationally benchmarked, so that all students are prepared
to succeed in our global economy and society
2
KEY DIFFERENCES IN MATH
 Fewer topics; more generalizing and linking of concepts
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Well-aligned with the way high-achieving countries teach math
 Emphasis on both conceptual understanding and procedural fluency
starting in the early grades
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More time to teach and reinforce core concepts from K-12
Some concepts will now be taught later
 Focus on mastery of complex concepts in higher mathematics (e.g.,
algebra and geometry) via hands-on learning
 Emphasis on mathematical modeling in the upper grades
Math Standards
1.
Mathematical Performance
What students should be able to do…
2. Mathematical Understanding
Understand is used in these standards to mean that students can explain the concept with
mathematical reasoning, including concrete illustrations, mathematical representations, and
example applications.
3. Mathematical Practices
Proficient students of all ages expect mathematics to make sense. They take an active stance
in solving mathematical problems. When faced with a non-routine problem, they have the
courage to plunge in and try something, and they have the procedural and conceptual tools to
continue. They are experimenters and inventors, and can adapt known strategies to new
problems. They think strategically.”
Common Core State Standards
Six Shifts in Mathematics Instruction
Shift 1: Focus ***
Prioritized concepts leading to strong foundational knowledge and understanding will be
the focus of instruction and assessments. Other standards will be deemphasized.
Shift 2: Coherence ***
Carefully reflect the progression of content and concepts as depicted in the standards on
and across grade levels.
Shift 3: Fluency
It is expected that students possess the required fluencies as articulated through grade 8
with building understanding and an ability to manipulate complex concepts.
Shift 4: Deep Understanding
Ability to access and apply concepts from a number of perspectives in both speaking and
writing rather than as a right answer.
Shift 5: Application
Connecting content with fluency to employ to solve real-world problems.
Shift 6: Dual Intensity
Practice and understanding both occur with intensity.
Shifts 3, 4, 5 combined make rigor
Speed and Accuracy
Think Fast/Solve Problems
Students must …
 Be able to use core math facts fast
 Understand and talk about why the math works—
prove it!
 Be able to persevere in solving multi-step/nonroutine problems…productive struggle is a good
thing.
 Be able to apply math in the real world
New York State Tests 2012-2013
 Content: ELA and math tests for all grades will change to
align to the Common Core
 Structure: ELA and math tests will remain similar to 20112012 (administration time, paper/pencil format)

The math test will be administered over 3 days from April 24-April
26.
3rd grade students will be given 70 each day for testing,
 4th graders will be given 70 minutes for the first 2 days and 90 minutes
for the 3rd day;
 5th graders will be given 90 minutes each day for testing

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The first 2 days for all grades will be multiple choice questions,
followed by day 3 with a combination of short answer and extended
response questions.
2012-2013 Math Question Types
 Multiple Choice
Designed to incorporate mathematical content and practices in real-world
applications
 Assess both procedural and conceptual standards
 Require the use of multiple skills and concepts
 All distractors will be based on plausible mistakes and misunderstandings
 Short Constructed Response
 Complete a task and show your work
 All descriptors for multiple choice apply to short response questions
 Extended Constructed Response
 Show your work in completing 2 or more tasks or one more extensive
problem
 Give students the opportunity to show their understanding of math
procedures, conceptual understanding, and applications

What’s New for the 2012-2013 Math Tests?
 New tests will mirror the
Works) for each grade
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math content emphases (Major
Major clusters will make up the majority of the assessments
Supporting and additional clusters will also be assessed
 New assessment questions will require students to:
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Take multiple steps to solve
Apply skills based on their understanding of mathematical vocabulary
RATHER than simply being tested on that vocabulary
Choose that appropriate tool (e.g., ruler, protractor) AND apply
mathematical concepts in using that tool
Information can be found on EngageNY
http://engageny.org/resource/math-content-emphases/.}
Comparing samples from
past math tests with
samples aligned to the
Common Core
3rd Grade
2010
There were 9 people fishing in a lake. Each person caught 6 fish. What was
the total number of fish caught by the 9 people?
 A. 15
 B. 48
 C. 54
 D. 62
CCLS aligned
There were 54 apples set aside as a snack for 3 classes of students. The
teachers divided up the apples and placed equal amounts on 9 separate
trays. If each of the 3 classes received the same number of trays, how many
apples did each class get?
 A. 2
 B. 6
 C. 18
 D. 27
4th Grade
2010
Ms. Clark has a total of 42 bananas. There are 6 bananas in each
bunch. Which step can be used to find how many bunches of
bananas Ms. Clark has?
A. Add 6 and 42.
B. Divide 42 by 6.
C. Multiply 42 by 6
D. Subtract 6 from 42
CCLS aligned
The area of Ken’s rectangular garden is 480 square feet. The garden is
24 feet wide. What is the length of fencing Ken will need to buy in
order to fence in the garden completely on all four sides?
Show your work.
5th Grade
2010
Rhonda ate 3/8 of a pizza, and Marvin ate 1/8 of the
same pizza. What fraction of the pizza did Rhonda
and Marvin eat?
A. 5/8
B. 3/8
C. 1/4
D. 1/2
5th Grade
CCLS aligned
Half of a school auditorium is needed to seat 3 equalsized fifth grade classes.
 Part A: Make a visual fraction model to represent
the whole auditorium when each class is seated in
separate sections.
 Part B: Write an expression to determine what
fractional part of the auditorium one fifth grade class
will need.
 Part C: What fraction of the auditorium will one of
the fifth grade classes need?
Key Differences
 The samples from the past tests ask students to
remember, demonstrate, solve problems and
calculate.

Limited cognitive rigor
 The samples that are aligned to the new standards
ask students Solve problems, calculate,
complete, construct, demonstrate use of
knowledge, compile, illustrate, think deeply,
compare and formulate

Cognitively rigorous, demonstrating use of math facts
conceptual understanding and application.
What are we doing to prepare our students?
 Close study of Common Core Learning Standards
 Professional study of implications for teaching
practice and content
 Intensive work with math consultants
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Pre- and Post-Unit Performance Assessments
Differentiated planning of customized units from multiple
sources
 Early bird and after school support
 Building skill, fluency and stamina
Strategies to Support Your Child in Math
 Have conversations that relate to everyday life and
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incorporate math questions (e.g., How many more
streets/stops until we get off the bus?).
Involve your child in math-related activities (e.g.,
cooking).
Become familiar with the new math standards.
Practice telling time everyday.
Practice their facts so they are known with automaticity.
Reason through questions with your child.
Think of multiple ways with your child to solve problems
Have your child explain what s/he is doing.
Play board games.