The Mathematics Utah Core State Standards (CCSS) are a welcome milestone in the standards movement that began more than 20 years ago when the National Council of Teachers of Mathematics published Curriculum and Evaluation Standards for School Mathematics. By initiating the development of the CCSS, state leaders acknowledged that common K-8 standards and high school standards culminating in college and career readiness would offer better support for national improvement in mathematics achievement than our current system of individual state standards. The CCSS provides the foundation for the development of more focused and coherent instructional materials and assessments that measure students' understanding of mathematical concepts and acquisition of fundamental reasoning habits, in addition to their fluency with skills. Most important, the CCSS will enable teachers and education leaders to focus on improving teaching and learning, which is critical to ensuring that all students have access to a high-quality mathematics program and the support that they need to be successful.
There are also several other reasons why the moving to the Common Core State Standards CCSS is beneficial for mathematics instruction in the District and the State.
1. First, this is the same configuration that is used in countries with high mathematics achievement that incorporates "world-class" mathematics instruction.
2. Second, it better prepares all students for College and Career Readiness by the time they graduate from high school. By studying topics more in depth and by examining the interrelationship among mathematics concepts, students will be better prepared for the ever increasing quantitative skills needed for the rapidly advancing technical economy.
3. Third, the new Utah Core's structure allows students more flexibility to accelerate or slow down their mathematics learning as they progress from grade to grade.
Timelines for the Implementation of the Math Common Core State Standards
1. 2010-2011 Professional Development for Staff (PD)
2. 2011-2012 Implementation for 6th and 9th Grades and PD
3. 2012-2013 Implementation for K-5, 7th and 10th Grades and PD
4. 2013-2014 Implementation for 8th and 11th Grades, Pilot Assessments, and PD
5. 2014-2015 Math Standards are fully operational with Adaptive Assessments and PD
6. Courses in middle and high schools mathematics will still be differentiated to address the needs of students at varied levels.
7. Course names in 7th-11th grades have changed; however, students will still learn all traditional secondary mathematics topics under this new math structure.
8. The new names of courses will be recognized by colleges, universities and NCAA as preparation for college.
Mathematics Graduation Requirements
1. The current graduation rule requiring three mathematics courses for high school graduation is consistent with the Utah Core Standards, although specific language will need revision.
2. During the implementation phase, students may meet graduation requirements using the current Utah Secondary Mathematics Core (Algebra, Geometry, Algebra 2) or the Common Core (Secondary Mathematics I, II, and III), or a combination of courses.
Mathematics Instructional Materials
1. All materials evaluated in the spring instructional materials review will be evaluated based on the Common Core Standards.
2. Publishers are currently working on textbooks that will align with the Common Core.
3. Teaching and Learning staff are exploring the possibility of designing an electronic textbook for Secondary Mathematics I, which will be available to all Utah schools.
Supports for Gifted Students
1. The Honors Courses for CCSS will be developed over the next two years. Middle grades honors courses will concentrate on depth and the addition of engaging topics. High school honors courses will prepare students for Calculus as seniors without taking a Pre-calculus class.
2. The Utah Core will support equitable access to Advanced Placement courses for all students.
3. The Utah Core will align nicely with Concurrent Enrollment and college classes.
Supports for Students at Risk
1. The Utah Core Standards describe the knowledge and skill all students need for college and career readiness. Utah is committed to closing achievement gaps through maintenance of high expectations and quality supports that will ensure success for all students.
2. Utah's 3 Tier Model of Mathematics Instruction provides a tool for schools and teachers to design and implement supports that will ensure access to the core curriculum for all students.
3. Professional development opportunities will include building teacher competence in providing differentiated instruction in mathematics.
4. USOE staff is currently working on a model for co‐teaching that can be used to support students with disabilities.
Frequently Asked Questions about the Math CCSS
1. How are elementary math classes sequenced in the Common Core State Standards?
Students take their grade level mathematics class as they have in the past. For example, a 3rd grade student takes CCSS 3rd Grade Math.
2. How is the content of elementary mathematics the same and different from the current Utah Core Curriculum and the Common Core State Standards?
The primary difference between the current Utah mathematics core curriculum and the Common Core State Standards is that the common core focuses on mathematical topics with more depth than the current core. Students who complete CCSS through Secondary Math III will be college and career ready with skills and knowledge in mathematics beyond those contained in the current Algebra 2 course.
3. How are secondary math classes sequenced in the Common Core State Standards?
A. 7th - 7th Grade Math or 7th Grade Math Honors
B. 8th - 8th Grade Math or 8th Grade Math Honors
C. 9th - Secondary Math I Algebra/Geometry or Secondary Math I Algebra/Geometry Honors
D. 10th - Secondary Math II Algebra/Geometry or Secondary Math II Algebra/Geometry Honors
E. 11th - Secondary Math III Algebra 2 or Secondary Math III Algebra 2 Honors (Pre-Calculus)
F. 12th - College-level and Concurrent Enrollment Math Courses (optional)
4. Will students be able to take Calculus by the time they are seniors in high school in the new Common Core State Standards?
Yes, all students, whether they start in 7th Grade Math or 7th Grade Math Honors will be able to take college-level courses by the time they are seniors. However, students should move to the honors track by the time they take Secondary Math III in order to be prepared to take college-level courses by the time they are seniors.
5. What is the difference between the "regular" track and the "honors" track?
For 7th Grade Math and 8th Grade Math, students will cover the same required topics in both the regular and honors tracks. However, in the honors track, the investigation of topics will be broader and deeper. Students will be prepared for the next grade level regardless of which track they take the previous year. For the 9th-11th secondary math classes, there will be additional topics covered in the honors track that are not covered in the regular track. An advantage to the CCSS is that moving from the regular track to the honors track, or the honors track to the regular track will be much easier for students.
6. Will students learn Algebra and Geometry in the CCSS?
Yes, students will learn all Algebra and Geometry concepts as well as topics included in Algebra II and Pre Calculus if the student completes mathematics course work through Secondary Math III Honors. Utah will be following an International Model for structuring mathematics content. The Utah State Board of Education voted to restructure the core using an International Model because it is a model that has been proven effective in high performing countries around the world. Furthermore, there is great common sense in the idea that mathematics topics be integrated while they are studied, rather than being treated as isolated topics with no connection to each other or to the real world.
7. Why is the CCSS a good structure for mathematics instruction?
There are a several reasons why the CCSS is a beneficial structure for mathematics instruction in Utah. First, this is a model that is used in countries with high mathematics achievement. As a result, Utah is transitioning to "world-class" mathematics instruction. Second, it better prepares all students for College and Career Readiness by the time they graduate from high school. By studying topics more in depth and by examining the interrelationship among mathematics concepts, students will be better prepared for the ever increasing quantitative stills needed for the rapidly advancing technical economy. And lastly, the new core's structure allows students more flexibility to accelerate or slow down their mathematics learning as they progress through their secondary education.
