The CCSS Mathematics Overview Seminar consists of four modules designed to give participants a deeper understanding of the common core state standards for math and its appendix.  The modules consist of:

Module 1: Structure of the Mathematics Common Core  
As a result of this session, participants will gain a deeper understanding of the design and organization of the Common Core State Standards for Mathematics. Participants will examine each of the three major sections of the document along with Appendix A to consider how the structure of the Mathematics Common Core State Standards:

• promotes focus, specificity and coherence
• places an emphasis on mathematical practices, core concepts, and fluency with procedural skills.

Module 2: The K-8 Learning Progressions  
One hallmark of the Common Core State Standards for Mathematics is the learning pathways along which a student must travel to be college and career ready, as well as the embedded design feature of continually returning to prior learning at ever increasing levels of complexity.  Participants in this session will trace several K-8 learning trajectories to reveal the mathematical learning progressions which exemplify how grade ranges build toward or build from one another.

Module 3: The Standards for Mathematical Practice
The Standards for Mathematical Practice are described as the “habits of mind” to be developed in students of mathematics. The set of eight guiding principles portray the dispositions of a proficient math student persevering with engagement of the Standards for Mathematical Content as they grow in mathematical competence.  During this session participants examine the standards of mathematical practices in the context of how they intersect the teaching of math content.

Module 4: The High School Model Pathways
High School Standards for Mathematical Content are listed in conceptual categories, rather than grade levels or courses.  Conceptual categories, taken together, paint a portrait of the mathematics students must master in order to be college and career ready. While decisions regarding mathematics course sequence rest with individual schools and districts, participants in this session will examine the two model pathways provided in Appendix A, and discuss the implications for how this document provides guidance for integrating the content of the standards in either a traditional or integrated course sequence.