The Common Core State Standards in Mathematics (CCSSM) present an opportunity to engage Tennessee students deeper into the fundamental types of problem solving and mathematical thinking for life after high school. Please find below information about the key instructional shifts called for by the CCSSM, the Focus Standards which will be used to start the transition, videos about the CCSSM, assessment shifts, an explanation of how all of these pieces fit together in Tennessee’s transition plan, and a list of helpful resources.
CRA Phase II Changes NEW!
In response to feedback, changes have been made to the scoring process for the February administration of the Constructed Response Assessment (CRA). This document
explains the changes and provides a timeline for the administration and scoring process, as well as a list of resources to support schools.
CRA Phase II Scoring Guides Released NEW!
This year the Constructed Response Assessment (CRA) has been redesigned to better prepare Tennessee students and educators for the expectations of the Common Core State Standards in mathematics and the upcoming PARCC assessments. To support local scoring of the second administration, please visit this page for scoring guides, webinars, and other accompanying materials. Phase I scoring guides and accompanying materials are also available on this page.
Instructional Tasks NEW!
The department will continue to develop and release additional instructional tasks in mathematics. These tasks are created by Tennessee educators and are intended to provide additional support to teachers and schools in engaging students in high level tasks.
Resources from Teacher Math Trainings
In July 2012, the Tennessee Department of Education hosted three-day training sessions for over 10,000 Tennessee educators. The trainings focused on the CCSSM and the TNCore Focus Standards. In December 2012, K-2 CCSSM training provided a train the trainer opportunity for school systems to have resources for training all teachers in implementing K-2 CCSSM. All the training materials, including videos, can be found here.
|1. Focus strongly where the Standards focus
|Focus: The Standards call for a greater focus in mathematics. Rather than racing to cover topics in today's mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. They focus deeply on the major work * of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.
|2. Coherence: think across grades, and link to major topics* within grades
||Thinking across grades: the Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.
|3. Rigor: in major topics* pursue:
- conceptual understanding,
with equal intensity.
- procedural skill and fluency, and
|Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students' ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures.
Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures.
Application: The Standards call for students to use math flexibly for application. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.
|*Priorities in Support of Conceptual Understanding and Fluency
Addition and subtraction--concepts, skills, and problem solving
Multiplication and division of whole numbers and fractions-concepts, skills, and problem solving
Ratios and proportional relationships; early expression and equations
Ratios and proportional relationships; arithmetic of rational numbers 2
Source: Student Achievement Partners Revised (7.2.12)
K-2 TNCore Focus Standards
outlines the TDOE's approach to CCSS implementation for K-2 and includes Focus Standards for 2nd grade.
The 3-8 Math TNCore Focus Standards for the 2012-2013 school year are:
|| TNCore Focus Standards
| 3rd Grade
- Represent and solve problems involving multiplication and division
- Understand properties of multiplication and the relationship between multiplication and division
| 4th Grade
- Extend understanding of fraction equivalence and ordering
- Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers
| 5th Grade
- Use equivalent fractions as a strategy to add and subtract fractions
- Apply and extend previous understanding of multiplication and division to multiply and divide fractions
| 6th Grade
- Understand ratio concepts and use ratio reasoning to solve problems
- Apply and extend previous understanding of arithmetic to algebraic expressions
| 7th Grade
- Analyze proportional relationships and use them to solve real-world and mathematical problems
- Solve real-life and mathematical problems using numerical and algebraic expressions and equations
| 8th Grade
- Define, evaluate, and compare functions
- Understand the connections between proportional relationships, lines, and linear equations
2013-14 TNCore Math Focus Clusters NEW!
Focus clusters have been identified for the 2013-14 school year in grades K-8, Algebra I, Geometry, and Algebra II. These groups of standards correspond to some of the most important topics and skills for students to master in each grade or course. Focus clusters in grades 3-8 from 2012-13 remain, and additional clusters have been added to those grade levels. All other grade levels or courses have four new focus clusters.
2013-14 Standards Tables NEW!
These documents show the standards for each grade level in categories. SPIs are divided into Dropped content, Focus content, and Other content. The Common Core State Standards are grouped into Focus content (four Focus Clusters per grade level) and Other/Supporting content. The rows of the tables show the Common Core State Standards and related SPIs.
Tennessee RTI2 Initiative NEW!
The following are guidance documents to provide information on the Tennessee RTI2 Initiative. The Response to Instruction and Intervention (RTI2)Initiative is a 3-Tier framework that promotes recommended practices for an integrated system connecting General and Special Education by the use of high-quality, scientifically research-based instruction and intervention. The Guidelines for grades K-2, 3-5 and 6-12 in English Language Arts (ELA) and Mathematics provide a summary and overarching view of instruction and intervention. The RTI2 Initiative provides more detailed information on the 3-Tier framework.
This video features Common Core Standards for Mathematics co-author Phil Daro explaining the necessary shift away from "answer getting" to "sense making" in mathematics classrooms.
A presentation featuring guidance from the co-authors of the CCSSM.
A roundtable discussion with Assistant Commissioner Emily Barton, Leadership Council member John Prince, and Core Coach Marrie Lasater.
Leadership Council member John Prince and Core Coach Marrie Lasater
discuss in detail the TNCore Focus Standards for grades 3 through 8.
Members of Tennessee’s Common Core Leadership Council share their vision at Core Coach training
CRA Phase II updates NEW!
Please click here
to access the update.
CRA Frequently Asked Questions NEW!
TDOE tracked questions regarding the CRA Phase I and Phase II administrations, particularly those related to the scoring process. The Phase I
document and the Phase II
document attempt to address the frequent questions and themes that have been identified.
CRA Information (Webinar)
This year the Constructed Response Assessment (CRA) has been redesigned to better prepare Tennessee students and educators for the expectations of the CCSSM and the upcoming PARCC assessments. Access the TDOE webinar
for more information.
CRA Parent Communication Resources for Districts
Teachers have completed scoring the first administration of the updated Constructed Response Assessment (CRA), and districts have the option to share student results with parents. This document
is designed to provide districts with suggestions for information to include when crafting any letters or memos to accompany these results.
The Tennessee Department of Education is currently engaged in a review of pilots of various assessment products being used in K-2 classrooms across the state. The department will work to support assessments in both math and reading in all districts.
In the 2012-13 school year, the math TCAP will be slimmed down and narrowed in scope of curricular coverage. We will remove a selection of Tennessee Diploma Project (TDP) State Performance Indicators (SPI’s) that are not part of the CCSSM from the TCAP. The specific list of State Performance Indicators (SPI's) to be removed can be found here:
4th Grade TCAP Math Practice Test
Language in a previous Director Update indicated that “All . . . math items associated with dropped State Performance Indicators (SPIs) have been removed from the practice tests/item samplers.” We offer the following correction:
Item number 55, located on page 83 of the 4th grade math practice test set two
, was written to assess one of the State Performance Indicators that the department dropped from this year’s TCAP assessment. Upon learning that this item was inadvertently included in the practice test, a thorough review of all 3-8 math practice tests and item samplers occurred to make certain that none of them contains an item written to assess a dropped State Performance Indicator. The department is also conducting an additional review of all 3-8 math TCAP assessments to ensure that none contains an item written to assess a dropped State Performance indicator.
The estimated performance level cut scores we provided are not impacted by the omission of one item.
The TCAP will remain slimmed and narrowed in the 2013-14 school year. In 2014-2015, PARCC assessments will replace all math 3-8 TCAP assessments.
In order to emphasize the importance of the Focus Standards, provide students and teachers feedback on readiness for the CCSSM, as well as prepare students for the innovative item types expected on PARCC assessments, the Constructed Response Assessment (CRA) has been expanded to include all grades 3-8 in 2012-13. The new CRA will only assess the TNCore Focus Standards in math. Students will take three CRA’s:
- First administration window: October 15, 2012 to October 26, 2012
- Second administration window: February 11, 2013 to February 22, 2013
- Third administration window: April 29, 2013 to May 17, 2013.
The first two CRA’s are considered interim tests and will be scored by teachers; the third CRA, a summative assessment, will be scored by the state, and results will be reported back to schools in July. The CRA will be a no-stakes test meaning teachers, schools, and districts will not be held accountable for student performance for the next two years. All districts are expected to participate in each of the three CRA administrations.
: There is no change to End of Course (EOC) assessments for high school courses in the 2012-13 school year. In 2013-14, EOCs will also be slimmed and narrowed, with SPIs not aligned to the CCSSM being removed. In 2014-2015, the EOC’s will be replaced by PARCC exams for Algebra I, Algebra II, and Geometry.
The Tennessee Department of Education encourages all districts to move toward full implementation of the CCSSM in K-2 in the 2012-13 school year. TNCore Focus Standards for K-2 have been released and are posted with the 3-8 Focus Standards above.
: Tennessee’s transition to the CCSSM will continue with grades 3-8 in the 2012-13 school year. Teachers will still teach the current TDP standards (minus the SPI’s to be dropped from the TCAP). In addition, teachers will be teaching the TNCore Focus Standards, included in the list posted above. Some of the Focus Standards will overlap with the TDP standards; however, as the instructional shifts and the CRA items will prove, they call for a fundamentally different level of rigor and intensive focus. In order to help teachers prepare for these challenging but exciting changes, the Tennessee Department of Education will be hosting summer training sessions. These trainings will be facilitated by Core Coaches, who will continue to lead the transition in their respective schools, districts, and CORE regions throughout the upcoming school year.
: The End of Course (EOC) assessments for Algebra I and Algebra II will not change for 2012-13. As part of our transition to Common Core, we will be narrowing the EOCs for 2013-14. The list of dropped SPIs for Algebra I and Algebra II is available in the Dropped SPI section above. Four TNCore Focus Clusters have been identified for Algebra I, Geometry, and Algebra II from the Common Core State Standards. The 2013-14 administration of the Constructed Response Assessment (CRA) will assess standards in the TNCore Focus Clusters so teachers can understand the rigor and changes in instructional practice these new standards will require. In order to help teachers prepare for these changes, the Tennessee Department of Education will be hosting summer training sessions. These trainings will be facilitated by Core Coaches, who will continue to lead the transition in their respective schools, districts, and CORE regions throughout the upcoming school year.
2013-14 Common Core Implementation Plan NEW!
contains information about the assessment transition plan, curricular
materials and resources, and teacher and leader trainings that will be
offered by the department as well as links to newly created resources to
support teachers, schools, and districts during 2013-14, the final year
of preparation before PARCC assessments.
This audio clip
is a presentation of the 2013-14 Implementation Plan by Emily Barton.
Printing the plan prior to listening is useful for following the
Common Core Implementation Plan Video NEW!
A video outlining information about Tennessee's 2013-14 Common Core State Standards Implementation Plan is now available here.
This video is based on information that has already been shared through
Directors Updates and TNCore Updates in written form. Featuring several
senior leaders at the Tennessee Department of Education, this video can
be used in staff meetings in your districts and schools to present
consistent information about the assessment, materials, training and
leadership support offerings in the final year prior to PARCC. Please
direct any questions to firstname.lastname@example.org.
“Thinking About Place Value in Grade 2.” Understand Place Value is a 2013-2014 Focus Cluster in Grade 2.
This site is supported by the Charles A. Dana Center and has a lot of
tools for understanding and implementing CCSS for mathematics. Also,
the Dana Center is developing items for PARCC.
lead author of the CCSSM, on math tools and other developments
a Bill McCallum project with a growing set of sample problems to illustrate each Standard
University of Arizona CCSSM Site,
with papers on math progressions
Math Common Core Coalition,
a project led by the National Council of Teachers of Mathematics, with a collection of resources for teachers
Math 3-8 crosswalk
This Crosswalk, which shows the correlation between TDP Standards and the CCSSM for grades 3-8, has been newly revised by Tennessee educators. To learn more about how to use the Crosswalk, go here