Resources
newsflash

Hot off the Press!

The Standards

Primary Resources

ISBE Common Core Resources

College and Career Readiness

New Illinois Learning Standards

Model Mathematics Curriculum


Realizing Illinois

mathThe Illinois State Board of Education has been charged by the Illinois 97th General Assembly to implement Public Act 97-704.  The State Board of Education is to coordinate the acquisition, adaptation, and development of middle and high school Mathematics Curriculum Models to aid school districts and teachers in implementing Common Core Mathematics State Standards for all students. Public Act 97-704 required representation from statewide educational organizations and stakeholders. A committee consisting of a middle school mathematics team and a high school mathematics team was created to address this charge.

The charge was to develop model middle and high school course designs that demonstrated effective student pathways to mathematics-standards attainment by graduation.  The curriculum units were created so districts may choose to adopt or adapt the models in lieu of developing their own mathematics curriculum. Unit outlines were developed in accordance with the information from the November 2012 PARCC Model Content Frameworks.

Each middle school grade level and high school course contains a sequence of units designed to address all standards for that level in a cohesive manner. The Illinois State Board of Education was charged with coordinating the acquisition, adaptation and development of middle and high school Mathematics Curriculum Models to aid in implementing the CCSSM. The initial phase had a deadline of March 1, 2013. The curricular units were designed in accordance with the November 2012 PARCC Model Content Frameworks and all PARCC and CCSSM materials available at the time.

After completing the expectations specified in Public Act 97-704, ISBE has expanded the Model Curriculum Development Project  to include scope-and-sequences and units for grades K-5, and assessments, model lessons, and lesson documents for grades K-8 and Integrated Math 1, 2 and 3 high school courses.

Each grade level and high school course contains a sequence of units designed to address all standards for that level in a cohesive manner. The curricular units were designed in accordance with the November 2012 PARCC Model Content Frameworks, the PARCC Evidence tables for the Performance-Based-Assessment/Mid-Year-Assessment (PBA/MYA) and the End of Year Assessment (EOY), and any other PARCC or CCSSM materials available at this time.



Below is a list showing the number of units developed for each grade level.

For each grade level and Math 1, Math 2, and Math 3 there is a scope and sequence.  The scope and sequence list the unit, core standards, supporting standards and the approximate time frame.

Listed below are the contents of each unit plan:


math image
These documents are a guide to assist districts in making the 3 shifts necessary for Common Core implementation:   (From AchievetheCore.org)


Focus strongly where the standards 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.

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. 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.

Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.

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 applications. 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.


Common Core Math Model Units - By Grade Level

Common Core PARCC Resources

ISBE PARCC Assessment Page

PARCC Home Page