# Math Videos

**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 |