This page contains video clips that provide additional insight into how the College and Career Ready Standards change instruction and the implications of the Standards for the classroom.
Common Core Standards: A New Foundation for Student Success by: James B. Hunt, Jr Institute for Educational Leadership and the Council of Chief State School Officers
| Name | Time | Writer(s) | Short Description/Key Points |
| Common Core State Standards: A New Foundation for Student Success | 2:53 | N/A | • Animated introductory segment • History of Standards, development • Promise of college-and-career ready students |
| The Mathematics Standards: How They Were Developed and Who Was Involved | 8:11 | William McCallum Jason Zimba | • General discussion of mathematics standards • Aspirations for mathematics instruction at higher levels • Greater mastery through focus and coherence • Review of groups involved • General discussion of mathematics progressions • What is and is not included at the elementary level • What happens at middle school • Discussion of migration away from strands and into domains of mathematics |
| The Mathematics Standards: Key Changes and Their Evidence | 4:36 | William McCallum | • General discussion of mathematics standards and goals • Description of domains and increased focus and coherence • Discussion of domains’ discrete life spans • General description of the differences for high school mathematics, including real world applications and modeling |
| The Importance of Coherence in Mathematics | 4:38 | William McCallum | • In-depth description of coherence in mathematics, with examples • Need for mathematics domains to fit together for college and career preparation • Flows of the domains in mathematics; moving into a unified whole • Algebra as an example |
| The Importance of Focus in Mathematics | 2:42 | Jason Zimba | • First-year college remediation challenges • Mismatch between higher education and K-12 – more mastery of fewer topics vs. covering more • Focus as it relates to teachers’ needs to build a solid foundation in early grades • Solid early foundation enabling greater success later |
| The Importance of Mathematical Practices | 4:02 | William McCallum Jason Zimba | • Standards for Mathematical practice –processes and proficiencies • Habits of mind of the mathematically proficient student • Description of modeling; applying mathematics outside the math classroom • Using mathematics tools in flexible, sophisticated, and relevant ways across disciplines • Technology, structure, and generalization |
| Mathematical Practices, Focus and Coherence in the Classroom | 1:14 | Jason Zimba | • Habits of mind • Coherence and focus • Implications for the classroom |
| Whole Numbers to Fractions in Grades 3-6 | 1:58 | William McCallum | • Detailed description of the progression from adding and multiplying whole numbers into working with fractions |
| Operations and Algebraic Thinking | 1:52 | Jason Zimba | • Detailed description of the three domains of numbers and operations (Operations and Algebraic Thinking; Number and Operations in Base Ten; and Numbers and Operations–Fractions) • Arithmetic as a rehearsal for Algebra |
| High School Math Courses | 2:50 | William McCallum | • Careful, prescribed sequence of mathematics that builds skills and mastery for elementary and middle school • Explanation of two reasons for a different approach to high school • How mathematics is better connected and cohesive at high school levels • Modeling and probability/statistics in all math subjects |
| The Importance of Mathematics Progressions | 2:02 | William McCallum | • Progressions, with examples • Design of math progressions and how they play out in domains over grade spans • Connecting topics logically and sequentially |
| Mathematical Progressions - From the Student Perspective | 3:05 | Jason Zimba | • Student-centered discussion of the progressions in domains from one grade to another |
| Gathering Momentum for Algebra | 2:08 | William McCallum | • Description of “Algebra Wall” – a challenge for many students under previous standards • Ramp building from kindergarten to Algebra in all domains |
| Mathematical Fluency: A Balanced Approach | 1:57 | William McCallum Jason Zimba | • Balance between procedural fluency and conceptual understanding, with examples • Building on required fluencies |
| Ratio and Proportion in Grades 6-8: Connections to College and Career Skills | 1:01 | Jason Zimba | • Ratio and proportion—connections in elementary and middle grades and real world application • Foundations for high school mathematics |
| The Mathematics Standards and the Shifts They Require | 1:15 | Jason Zimba | • General discussion of math standards • Aspirations for higher math performance • Links and cohesiveness • Meeting goals of focus and coherence |
| Helping Teachers: Coherence and Focus | 1:39 | William McCallum | • Role of teachers in drafting math standards • Coherence – seeing forward and backward • Focus—doing fewer things more deeply • Details that help teachers • Fractions highlighted |
| Shifts in Math Practice: The Balance Between Skills and Understanding | 1:03 | William McCallum | • General discussion • Clear expectations • Balance between skills and understanding • Higher cognitive demand • More time for teachers to go more deeply with their students • Preparing students to not only “do” the math, but “use” the math |
