Mathematics
The Math Standards contain the general Standards of Mathematical Practices that apply to all grade levels, and to some degree, all content areas. Key skills addressed in these 8 practices focus students on problem solving skills, perseverance, and higher order thinking skills. Skills are broken down into grade levels that progressively build to more difficult and complex use of mathematical concepts. The high school is given the option of maintaining a traditional course structure or moving to a more integrated approach to math.
Math Instruction is Changing. Since the major focus of Common Core Math is to understand the concepts and processes of math and not just "plug and play," instruction will have to change to match this emphasis. Memorizing will be replaced by understanding. While students will still need to be fluent with certain "facts," the greater goal is that students can apply by knowing what, how, and when to use those facts in a variety of situations. Read more here.
Math Instruction is Changing. Since the major focus of Common Core Math is to understand the concepts and processes of math and not just "plug and play," instruction will have to change to match this emphasis. Memorizing will be replaced by understanding. While students will still need to be fluent with certain "facts," the greater goal is that students can apply by knowing what, how, and when to use those facts in a variety of situations. Read more here.
Teaching for Understanding:

MATH RESOURCES

The teaching of math has long been tied to the tradition of drill and practice. Problem solving has been limited to the practice problems or occasional word problem. For some, this was all they needed to understand. For others, it was all they needed to understand that they hated math and would never really learn to use it in their everyday world.
There is a bigger world out there where math is applied to solve everyday dilemmas and much bigger problems as well. We got a taste of that in the CBS television show, "Numbers" that was on for several seasons. Although we may have felt the math they did on that show to solve criminal cases was over the heads of many in the audience, it was interesting to see how math could be used in more ways than to balance a check book. But for most of us, math is used to balance checkbooks, to determine how much carpet you need, to figure out the best sale price or to know how much money to save for college or that new car. Therefore, the math we teach must be rooted in understanding how and when to use the math skills that we have practiced so that we are effective consumers, parents, and adults in today's society. Math understanding is about application which will ramp up our interest level while giving us the skills we need in the real world. Introduce Math Word Problems Sooner, Studies Say: Sarah Sparks notes in this Education Week article that presenting math word problems earlier in the lesson may make the "math" less intimidating by making it more 'real' for the students. Are we unintentionally sending a message to students that word problems are hard because we do them last? Consider another Sparks article featured in Education Week that highlights research to support the idea that tying student interest to math problems (personalizing) improves their understanding and confidence. Studies Find Payoff in 'Personalizing' Algebra, by Sarah Sparks The New York Times also contributed with an article in rebuttal to the essay by Andrew Hacker, "Is Algebra Necessary." It cites multiple everyday examples where Algebra knowledge is applicable and necessary. N Ways to Apply Algebra with the New York Times, by Patrick Honner Boosting Creative Thinking in Math Classes by Lana Gundy, provides great examples of how to apply Standards of Mathematical Practices, particularly, Standard #3 (construct viable arguments and critique the reasoning of others). Students make meaningful connections between the "math" and real world usage. Shifting our thinking: Education Week's Spotlight on Math and the Common Core provides several articles with relevant ideas and topics to consider as math teachers and schools make significant changes in their thinking, curriculum, and instruction that will deepen understanding of math. The goal is to move students away from doing math problems to using math as a tool to solve problems. In order to accomplish students have to understand the why, in order to know how and what to do with the math knowledge and skills they learn. Reflection & Processing: Making Math Connection Students make meaningful connections by thinking about (reflecting) on the process of problem solving. Being able to see different possibilities, perspectives, and understand why one strategy works and another doesn't is important as students learn how, when, and why to use a particular method to arrive at an acceptable solution. 
Working with the Standards:
Unpacking Template (simple) Unpacking Template (detailed) Depth of Knowledge Depth of Knowledge Question Stems Common Core Video Examples from Teaching the Core. Search for grade levels, specific content and more! Approach to Fractions Seen as Key Shift in Common Standards By Liana Heitin, Education Week, Nov. 10, 2014 The mind and behavior shift of going from knowing to understanding requires that educators teach differently in order to help students understand how to use math rather than just do math. This article discusses the shift that is needed in instructional design and strategies to effectively facilitate the understanding of fractions as numbers at the 3rd grade level before proceeding to teach students the arithmetic of fractions. Teaching math the same we we've always taught it hasn't produced the results we have desired, so finding new ways to approach math that focus on understanding and not just providing answers for math problems is worth considering. Math File Folder Games provide some interactive ways to help students become more comfortable with math. They have great resources for fractions, which is often a challenging part of math understanding for many students. While they may not be authentic in terms of problem solving, they are useful in terms of having students improve the speed and fluency with which they recognize fraction values, and to differentiate instruction for students regardless of ability. Beyond the Right Answer, by Marian Small from the ASCD September, 2010 edition. Differentiating Instruction in math can be done easily by asking the right questions. These same questions will get kids to think more deeply and see how they can apply math more easily. Teaching smarter, not harder while implementing Common Core. The National Council of Teachers of Mathematics (NCTM) is an organization dedicated to supporting the teaching and learning of mathematics. They have many resources to assist educators in making the transition to Common Core. New Jersey Center for Teaching and Learning This site provides free digital Math and Science resources by grade level and topic set up in a course format. These research based lessons and teaching methods were developed as a part of the Progressive Mathematics Initiative and the Progressive Science Initiative. Math Teaching Resources (Elementary K5) These are free resources that can help teachers with ideas for classroom activities, math games, and hands on math activities that they have determined are aligned to Common Core Math Standards.* Tech Tools Perfect for Teaching Common Core Math Standards. This website has many ideas for incorporating technology (21st Century Skills) into the teaching of math. This site is appropriate for all grade levels.* Math teacher, Dan Meyer, believes today's math classes need to change and one way to do that is to improve questioning to improve understanding. See his thoughts in action on Dan's Blog and in the Math Class Needs a Makeover interview on the TED Blog: Ideas Worth Spreading. What's the Question Dan Meyer's interesting and fun website provides a venue to practice questioning with random pictures. Put in your own question and view the questions of others. Great for using with your students too! Editor's note: These questioning strategies are good for getting to the heart of the matter in all content areas in school, professional learning, and school improvement; and outside of school in the work world, church, etc. *Teaching and Learning Consulting Network, LLC does not endorse or determine reliability of claims of effectiveness or alignment. Information is intended only for reader consideration. 
The Teaching and Learning Consulting Network, LLC:
Supporting the quest to improve teaching and learning
Supporting the quest to improve teaching and learning