Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

NC Math Revisions At-A-Glance These documents are a quick glance at the substantive changes to the standards for each course. They include additional standards that were added/changed for the course, standards removed from the course(s), and any standards that should be considered in Year 1 of Implementation (2016-17) for each course. For each standard that was added from another course, the documents show from which course the standard originated; and for each standard removed, the documents give to what course (if applicable) the standard went. This to help districts and teachers align previously aligned curriculum to the revised standards.

Math Resources for Instruction (MRI) The Math Resources for Instruction (MRIs) are intended to provide teachers with connections, instructional guidance and learning resources. The documents, which are organized by standard, have internal links embedded within the table of contents to help teachers to easily access the individual standards without scrolling through the entire document. Information for each standard is subdivided into 3 sections: 1) Connections; 2) Mastering the Standard; and 3) Instructional Resources. The top section (directly below the standard) includes content connections and connections to the standards for mathematical practice. These connections are intended are included to help teachers integrate the different content standards from within and among different courses through explicit use of the process standards. The mastering the standard section (Section 2 in green) spells out the intention of the standard along with background information to help teachers in the instructional process with students. This section also includes sample questions and examples that teachers can use to determine if students are developing mastery. The bottom section (Instructional resources in purple) includes links to external resources that can be used by teachers as they engage students with the standards.

2017-18 NC High School Collaborative Instructional Framework

The NC High School Collaborative Instructional Framework was created in a collaborative process involving higher education, the Department of Public Instruction, district leadership, and teachers. The framework includes instructional support and suggested pacing and sequencing of units. More instructional support has been provided by merging and adapting the Math Resource for Instruction (MRI) to the Collaborative Pacing Guides Units for Instruction. Based on feedback, the order of the units have changed in each course.

2016-17 Collaborative Pacing Guides - Submitted and shared by local LEAs. All copyrights belong to individual districts. These pacing guides are the collaborative work of math teachers, coaches, and curriculum leaders from 38 NC public school districts. The teams worked through two face-to-face meetings and digitally to compile the information presented. NC Math 1, 2, and 3 standards were used to draft possible units of study for these courses. This is a first draft living document. Teams plan to meet throughout the year to continually tweak, update and refine these guides. Updates will be posted as available to this google document.

Please reference the NC Math 1, 2, or 3 standards above for any questions or discrepancies. These documents should be used only after reading the NC Math 1, 2, and 3 standards and math resources for instruction (MRIs) provided by NC DPI.

Illustrative Mathematics This site contains illustrations and explanations of content standards for mathematics and the standards for mathematical practice. Teachers are encouraged to use the illustrations during implementation of the tasks and provide constructive feedback. www.illustrativemathematics.org

Mathematics Progressions Documents The standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. This work is being undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing. For additional information about this work please visithttp://ime.math.arizona.edu/progressions

Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). http://www.illustrativemathematics.org/standards/practice

EDC – Implementing the Practices Implementing the Mathematical Practice Standards is an EDC project funded by the National Science Foundation to develop Illustrations of the Mathematical Practices and a professional development curriculum for teachers in grades 5–10. Each Illustration of the Standards for Mathematical Practice (SMP) consists of a mathematics task; a student dialogue based on that task; information about grade level, standards, and the context for the dialogue; teacher reflection questions; a mathematical overview; and optional student materials. While the primary use of Illustrations is for teacher learning about the SMP, some components are designed for classroom use with students.

Achieve, Inc. Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards.

This page contains all updated information on all EOC tests required for graduation in North Carolina. The information listed on this page includes information for counselors, testing coordinators, teachers and administrators.

Testing Specifications for Math I

Gridded response explanation and practice for Math I

Achievement levels and cut scores

Credit recovery

10/20 Day Rule memo

NC Test administration information including test development and security

Balanced Assessment This site is the result of a National Science Foundation funded mathematics assessment task development project called Balanced Assessment for the Mathematics Curriculum. In addition to the project team at the Harvard Graduate School of Education there were groups at the University of California, Michigan State University, and the University of Nottingham. At Harvard, they designed balanced collections of assessment tasks for both elementary and secondary mathematics.

Mathematics Assessment Project MAP is a collaboration between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The site includes a collection of formative and summative assessment tasks for secondary (6-12) mathematics organized by complexity level (expert, apprentice and novice).

Smarter Balanced (SBAC) and PARRCC The K-12 Assessment Center by ETS has been contracted by the US Department of Education to provide information about next generation assessments aligned to the common core state standards. The two comprehensive assessment consortia (SBAC and PARCC) have released sample assessment items that are computer interactive and/or computer adaptive.

## 2016 High School North Carolina Mathematics Standard Course of Study

## The Standards

North Carolina Math 1 Standards00000000000000000000000000000000000000000000000000000000000

North Carolina Math 2 Standards00000000000000000000000000000000000000000000000000000000000North Carolina Math 3 Standards00000000000000000000000000000000000000000000000000000000000Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

Commentary of the Standards for Mathematical PracticeNC Math Revisions At-A-GlanceThese documents are a quick glance at the substantive changes to the standards for each course. They include additional standards that were added/changed for the course, standards removed from the course(s), and any standards that should be considered in Year 1 of Implementation (2016-17) for each course. For each standard that was added from another course, the documents show from which course the standard originated; and for each standard removed, the documents give to what course (if applicable) the standard went. This to help districts and teachers align previously aligned curriculum to the revised standards.

Math 1Revisions At-A-GlanceNC Math 2 Revisions At-A-GlanceNC Math 3 Revisions At-A-Glance## Instructional Resources

Math Resources for Instruction (MRI)The Math Resources for Instruction (MRIs) are intended to provide teachers with connections, instructional guidance and learning resources. The documents, which are organized by standard, have internal links embedded within the table of contents to help teachers to easily access the individual standards without scrolling through the entire document. Information for each standard is subdivided into 3 sections: 1) Connections; 2) Mastering the Standard; and 3) Instructional Resources. The top section (directly below the standard) includes content connections and connections to the standards for mathematical practice. These connections are intended are included to help teachers integrate the different content standards from within and among different courses through explicit use of the process standards. The mastering the standard section (Section 2 in green) spells out the intention of the standard along with background information to help teachers in the instructional process with students. This section also includes sample questions and examples that teachers can use to determine if students are developing mastery. The bottom section (Instructional resources in purple) includes links to external resources that can be used by teachers as they engage students with the standards.

We have created a survey to collect feedback on the revision docs and any resources that can be included for the standards.

MRI Feedback Link: Feedback for NC’s Math Resource for Instruction Resources Link: Suggest Resources for NC’s Math Resource for Instruction

NC Math 1 Resources for Instruction (word)

NC Math 2 Resources for Instruction (pdf)

NC Math 2 Resources for Instruction (word)

NC Math 3 Resources for Instruction (word)

00000000000000000000000000000000000000000000000000000000000

2017-18 NC High School Collaborative Instructional FrameworkThe NC High School Collaborative Instructional Framework was created in a collaborative process involving higher education, the Department of Public Instruction, district leadership, and teachers. The framework includes instructional support and suggested pacing and sequencing of units. More instructional support has been provided by merging and adapting the Math Resource for Instruction (MRI) to the Collaborative Pacing Guides Units for Instruction. Based on feedback, the order of the units have changed in each course.

2017-18 NC HS Collaborative Instructional Framework2016-17 Collaborative Pacing Guides-Submitted and shared by local LEAs. All copyrights belong to individual districts.These pacing guides are the collaborative work of math teachers, coaches, and curriculum leaders from 38 NC public school districts. The teams worked through two face-to-face meetings and digitally to compile the information presented. NC Math 1, 2, and 3 standards were used to draft possible units of study for these courses. This is a first draft living document. Teams plan to meet throughout the year to continually tweak, update and refine these guides. Updates will be posted as available to this google document.

Please reference the NC Math 1, 2, or 3 standards above for any questions or discrepancies. These documents should be used only

reading the NC Math 1, 2, and 3 standards and math resources for instruction (MRIs) provided by NC DPI.afterIf you have suggestions or comments that you would like the collaborative writing team to consider for revisions, please email sdupree@wcpss.net or stefanie.buckner@bcsemail.org.

2016-17 Sample Collaborative Pacing GuidesAlso included are shared pacing guides from districts across the state. Please direADDITIONAL RESOURCES:Understanding the StandardsIllustrative MathematicsThis site contains illustrations and explanations of content standards for mathematics and the standards for mathematical practice. Teachers are encouraged to use the illustrations during implementation of the tasks and provide constructive feedback. www.illustrativemathematics.org

Illustrative Mathematics-HS Standards

Mathematics Progressions DocumentsThe standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. This work is being undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing. For additional information about this work please visithttp://ime.math.arizona.edu/progressions

High School Statistics and Probability

High School Algebra

High School Functions

High School Modeling

7th Grade-HS Geometry

Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

http://www.illustrativemathematics.org/standards/practice

Standards for Math Practice

SMP_Poster_Chart

SMP_Poster_Notebook

EDC – Implementing the PracticesImplementing the Mathematical Practice Standards is an EDC project funded by the National Science Foundation to develop Illustrations of the Mathematical Practices and a professional development curriculum for teachers in grades 5–10. Each Illustration of the Standards for Mathematical Practice (SMP) consists of a mathematics task; a student dialogue based on that task; information about grade level, standards, and the context for the dialogue; teacher reflection questions; a mathematical overview; and optional student materials. While the primary use of Illustrations is for teacher learning about the SMP, some components are designed for classroom use with students.

Educational Development Center

Achieve, Inc.Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards.

Achieve

Assessment Resources## NC Math 1 EOC Assessment Information

This page contains all updated information on all EOC tests required for graduation in North Carolina. The information listed on this page includes information for counselors, testing coordinators, teachers and administrators.Balanced AssessmentThis site is the result of a National Science Foundation funded mathematics assessment task development project called Balanced Assessment for the Mathematics Curriculum. In addition to the project team at the Harvard Graduate School of Education there were groups at the University of California, Michigan State University, and the University of Nottingham. At Harvard, they designed balanced collections of assessment tasks for both elementary and secondary mathematics.

Mathematics Assessment ProjectMAP is a collaboration between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The site includes a collection of formative and summative assessment tasks for secondary (6-12) mathematics organized by complexity level (expert, apprentice and novice).

Mathematics Assessment Project

Smarter Balanced (SBAC) and PARRCCThe K-12 Assessment Center by ETS has been contracted by the US Department of Education to provide information about next generation assessments aligned to the common core state standards. The two comprehensive assessment consortia (SBAC and PARCC) have released sample assessment items that are computer interactive and/or computer adaptive.

K-12 Center at ETS

SBAC

PARCC