+
Common Core Math and
CPM
Ratios and Proportional
Relationships/Functions
+ MP #1 – Make sense of problems and
persevere in solving them.
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Never give up!
How can we, as educators, reinforce this
practice in our classrooms?
Provide challenging problems
and question effectively.
+ MP #2 – Reason abstractly and
quantitatively.
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Think outside the box!
How can we, as educators, reinforce this
practice in our classrooms?
Provide opportunities for
students to work together.
+ MP #3 – Construct viable arguments
and critique the reasoning of others.
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Argue and PROVE your work!
How can we, as educators, reinforce this
practice in our classrooms?
Provide opportunities for students
to explain and justify their work.
+ MP #4 – Model with mathematics.
What were the first 3 words in the practice?
“Mathematically proficient students”
What was the big idea in this practice?
Use manipulatives, expressions,
equations, tables, pictures, etc.!
How can we, as educators, reinforce this
practice in our classrooms?
Allow students to show multiple methods of
problem solving.
+ MP #5 – Use appropriate tools
strategically.
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Know when and how to use tools!
How can we, as educators, reinforce this
practice in our classrooms?
Provide various “tools” regularly and
encourage students to use them.
+ MP #6 – Attend to precision.
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Communicate all the details!
How can we, as educators, reinforce this
practice in our classrooms?
Question students about details while
they are explaining.
+ MP #7 – Look for and make use of
structure
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Making connections across math
topics.
How can we, as educators, reinforce this
practice in our classrooms?
Point out ways to build mathematical
understanding on prior knowledge.
+ MP #8 – Look for and make use of
structure
What were the first 3 words in the practice?
“Mathematically
proficient students”
What was the big idea in this practice?
Identifying patterns to create an
algorithm for solving.
How can we, as educators, reinforce this
practice in our classrooms?
Provide student explorations
BEFORE teaching algorithms.
WHAT are you teaching?!?!
Otherwise known as the CONTENT
STANDARDS in the Common Core
Progressions of the CCSS
+
K
1
2
3
4
5
6
7
8
Geometry
Counting
and
Cardinality
Measurement and Data
Statistics and Probability
Number and Operations in Base Ten
The Number System
Operations and Algebraic Thinking
Expressions and
Equations
Number and Operations
Fractions
Ratios and
Proportional
Relationships
Functions
+ Understanding the Content Standards,
One Cross-Reference at a time
PARCC Model Content Framework
Work in your team to summarize the
findings in your grade level document.
You will have 10 minutes to read through
and discuss the first pages.
Stop after:
“Content Emphasis by Cluster”
+ PARCC Model Content Framework
Major Clusters

Major focus
Supporting Clusters

Assessed through
major content
Additional Clusters

Instrumental for next grade level, may not have a heavy correlation with
another standard to be considered “supporting.”
+ PARCC Test Blueprint (EOY/PBA)
Calculators

Yes or No

Fluency?
Math Practices

Process

How?
Clarifications

Additional insight
Your turn…
Fill in the next 3 columns of your
grade specific domain over the next
20 minutes.
+Progressions Documents
Bill McCullam

Lead writer
Building on:

Links to prior grades
Strategies:

Specific examples
Preparing for:

Where is this going?
+
What about sample items?!?!?



6th Grade

Slide Ruler

Proportion of Instruments (PBA)

Inches and Centimeters (Dana Center)

Gasoline Consumption (Dana Center)
7th Grade

Speed

Reading Three Books

Proportional Relationships (PBA)

Spicy Veggies (Dana Center)

TV Sales (Dana Center)
8th Grade – SORRY – None for you yet! 
Putting the pieces together…
Work collaboratively to come up with
what you believe items may look like
for each standard.
+ Let’s look at the progression over
years!
Take a moment to summarize your clusters
using the ideas below. Each grade level will
report out to the group.
① What are the big ideas of the clusters?
② Are they Major, Supporting, or Additional?
③ How much emphasis should be placed on
calculators?
④ What Math Practices are heavily assessed?
⑤ What do you believe items will look like?
Next Meeting:
Monday, February 10th
C.O. In-service 4pm-6:30pm
We will investigate the way CPM teaches
each of these standards.