How do you help your students demonstrate mathematical proficiency toward the learning expectations of the Common Core State Standards (CCSS)? This teacher guide illustrates how to sustain successful implementation of the CCSS for mathematics for high school. Discover what students should learn and how they should learn it, including deep support for the Mathematical Modeling conceptual category of the CCSS. Comprehensive and research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency. You’ll also learn how fundamental shifts in collaboration, instruction, curriculum, assessment, and intervention can increase college and career readiness in every one of your students. Extensive tools to implement a successful and coherent formative assessment and RTI response are included. Copublished with Solution Tree

Connecting the Standards, Improving Mathematical Instruction By connecting the CCSSM to previous standards and practices, the book serves as a valuable guide for teachers and administrators in implementing the CCSSM to make mathematics education the best and most effective for all students.

Help your high school students develop a robust understanding of functions.

This book focuses on essential knowledge for teachers about geometry. It is organized around four big ideas, supported by multiple smaller, interconnected ideas--essential understandings.

This book examines five big ideas and twenty-four related essential understandings for teaching statistics in grades 9–12.

Connect the process of problem solving with the content of the Common Core. The first of a series, this book will help mathematics educators illuminate a crucial link between problem solving and the Common Core State Standards.

Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley’s best-selling Science Formative Assessment to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include: Copublished with Corwin

The Meeting for Lunch problem exemplifies how standards provide more than an outline of daily activities for an entire school year.

An analysis of problems from state assessments and other sources helps preservice teachers discover analogous mathematical representations.

Tying your teaching approach to the Common Core Standard for Geometry and Congruence will help students understand why functions behave as they do.

Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.

The potential drop in reported state proficiency rates when the new CCSSM assessments are implemented will require adjusted expectations.

Although high school geometry could be a meaningful course in exploring, reasoning, proving, and communicating, it often lacks authentic proof and has become just another course in algebra. This article examines why geometry is important to learn and provides an outline of what that learning experience should be.

The Common Core State Standards do not expect students to make connections between the greatest common factor, least common multiple, and least common denominator. The author discusses implications for student learning, including at the high school level, and makes a suggestion for higher expectations in interpreting and implementing the CCSS.
 

As we design curriculum programs based on CCSSM, we need to be careful when we consider the inclusion of some “nonessential” standards.