mathematics
These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.
Needs Assessments
Three shifts at the heart of the parcc design
Focus
By focusing on the critical areas in each grade level, teachers and students have more time to engage in learning tasks that support conceptual understanding. Focus allows for a variety of problem types to get at a concept in multiple ways.
teach less, learn more
Content Emphasis by Cluster

PARCC Model Content Frameworks

isbe Model MAth Curriculum
The Illinois State Board of Education has developed instructional units aligned with the Illinois *NEW* Learning Standards incorporating the Common Core State Standards (CCSS) for Mathematics. School districts may use these units as an option rather than purchasing or designing new curricula adapted for the CCSS. The LiveBinders site provides a scope and sequence for each grade level (Kindergarten  12th grade). Assessments, lessons, and lesson documents are also included. The design of units and lessons in the Math Model Curriculum Units provides coherence within and across grade levels. They are also perfectly aligned with the three shifts at the heart of the PARCC design and allows for students to be ready for the Performance Based Assessment and End of Year Assessment.
Online Resources for teachers:
Coherence
6th  12th Grade

Mathematical understanding requires a progression of learning. This means that conceptual understanding in math (the knowledge and skills we want students to learn) clearly builds within a grade level. More importantly, the learning progression continues beyond a grade level and the standards clearly show how that conceptual understanding builds from grade level to grade level. Therefore, coherence supports the focus. The standards are not separate events but an interrelated mathematical system.
math should make sense
Math PRogression Streams
Seven progression streams can be found that span the Kindergarten through 12th grade Common Core Standards.
1) Counting and Cardinality 2) Algebraic Thinking 3) Number & Quantity 4) Geometry 5) Functions 6) Statistics and Probability 7) High School Modeling 
Learning progressions, or building blocks, can also be found within each of the domains. These building blocks of skills can create a sequential instructional path to achieve coherence and conceptual understanding.
The authors of the Common Core have also drafted learning progressions that show skillbuilding across grade levels. These narrative documents provide instructional guidance to support coherence in learning math.

Images of the progression work done by "our" Math Instructional Leaders
Supporting coherence in instructional design
Modes of representationProblem Solving structures 
Problem solving structures

rigor
Math instruction should include a balance of concept, process, skill, and answers.
math is balanced
6th  12th Grade

Rigor Defined:
Rigor is a balance.
Conceptual Understanding:

Students "truly" understand grade level concepts. This is shown by their ability to elicit conversation, identify relationships, and create multiple representations of the concept.

Procedural Skill & Fluency:

Students are able to solve problems quickly and accurately. Problem solving strategies are based on mathematical principles, instead of mnemonics and tricks.

Application:

Students are able to solve single and multi step contextual problems. This requires students to make certain assumptions in order to model situations.

Conceptual understanding, procedural skill & fluency, and application provide the perfect platform to allow students to focus on an emphasis of Mathematical Reasoning.
Construct Viable Arguments:

Achieving rigor means that students are able to think indiependently. This is shown through classroom discussion and written work. Students are able to formulate cohesive arguments, critique arguments, and engage in error analysis tasks. Students should be engaged in these types of tasks 20 25% of the time.

Specialized Language

The language or argument, problemsolving, and mathematical explanations must be taught, rather than assumed. Specialized language is found within the language of the Standards. Students must also be taught the "Language of Representations" (diagrams, tables, graphs, expressions, drawings, images, text).

Required fluencies
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade

Add / subtract within 5
Add /subtract within 10
Add / subtract withing 20 (singledigit sums from memory)
Add / subtract within 100 Multiply / divide within 100 (singledigit products from memory)
Add / subtract within 1000 Add / subtract within 1,000,000
Multidigit multiplication
Multidigit division
Multidigit decimal operations 
Resources
Question Bubbles

Can you tell me your strategy?
Have we seen a problem like this before? Where? When? Can anyone solve it a different way? Would you share how you got that answer? What did you do differently? 
K5 Critical Areas Checklist

online resources
sample problems
PARCC Performance LEvel Descriptors
Considerations for implementation
Standards for Mathematical Practice Posters
EQuIP Rubrics
The EQuIP Rubric was designed by the TriState Collaborative as a tool to review curriculum materials to determine if they were appropriately aligned to the rigor and complexity intended by the Common Core State Standards (CCSS). The rubric can also be used as a guide for developing multiday lessons and comprehensive instructional units aligned to the CCSS. The four dimensions on the rubric and their corresponding components indicate diligently aligned planning and delivery of Common Core instruction. Utilizing the dimensions and the components in each dimension can support dialogue and discussions in professional learning community conversations.
Preparing for PARCC
PARCC Evidenced Tables
Sample Items & Practice Tests
Performance Level Descriptors