For more than a decade, research studies of mathematics education in highperforming countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is “a mile wide and an inch deep.”
These new standards build on the best of highquality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.
The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.
In addition, the “sequence of topics and performances” that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing “sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise.” Therefore, the development of the standards began with researchbased learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.
These new standards build on the best of highquality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.
The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.
In addition, the “sequence of topics and performances” that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing “sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise.” Therefore, the development of the standards began with researchbased learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.
What you Will Learn this Year
Ratios and Proportional Relationships

Illustrative Mathematics
https://im.openupresources.org There is a family page and a student page. Daily lesson plans and practice problems can be found at the student page. You can also find a lesson summary there. Unit 1:Area and Surface Area In this unit, students learn to find areas of polygons by decomposing, rearranging, and composing shapes. They learn... Go to unit. Solutions to the Practice Problems: https://docs.google.com/a/ackerman.k12.ca.us/document/d/1Sj9ehN6m6AYtm51YCmzFkpW4nmponJZGzjYgaawRHV4/edit?usp=sharing Unit 2:Introducing Ratios In this unit, students learn to understand and use the terms “ratio,” “rate,” “equivalent ratios,” “per,” “at this... Go to unit. Solutions to the Practice Problems: https://docs.google.com/a/ackerman.k12.ca.us/document/d/1qU8xWgihfNnZAcPr3PG4xpeeSIXEI03qQQs3JICzB4/edit?usp=sharing Unit 3:Unit Rates and PercentagesIn this unit, students learn to understand and use the terms “unit rate,” “speed,” “pace,” “percent,” and... Go to unit. Solutions to the Practice Problems: https://docs.google.com/a/ackerman.k12.ca.us/document/d/1rBNyYZ8Z9A6O6o6UaXvxUzVvCLd4kjBhRbLQk5FDso/edit?usp=sharing Unit 4:Dividing FractionsIn this unit, students examine how the relative sizes of numerator and denominator affect the size of their quotient... Go to unit. Solutions to the Practice Problems: https://docs.google.com/a/ackerman.k12.ca.us/document/d/1hcmQmwKAWES06Kpy3s3nqAy_gJWQ5gBU88fTC61BW74/edit?usp=sharing Unit 5:Arithmetic in Base TenIn this unit, students compute sums, differences, products, and quotients of multidigit whole numbers and decimals,... Go to unit. Unit 6:Expressions and EquationsIn this unit, students learn to understand and use the terms “variable,” “coefficient,” “solution,” “equivalent... Go to unit. Unit 7:Rational NumbersIn this unit, students interpret signed numbers in contexts (e.g., temperature above or below zero, elevation above... Go to unit. Unit 8:Data Sets and DistributionsIn this unit, students learn about populations and study variables associated with a population. They understand and... Go to unit. Unit 9:Putting it All Together In this optional unit, students use concepts and skills from previous units. In solving Fermi problems, they use... Go to unit. GoCPM Textbook https://sso.cpm.org/ This is a good resource if your child needs reinforcement and/or separation of a concept. Contents Chapter 1 Introduction and Representation Chapter 2 Arithmetic Strategies and Area Chapter 3 Portions and Integers Chapter 4 Variables and Ratios Chapter 5 Multiplying Fractions and Area Chapter 6 Dividing and Building Expressions Chapter 7 Rates and Operations Chapter 8 Statistics and Multiplication Equations Chapter 9 Volume and Percents GoGo 
Classroom ResourcesWe will be using many other resources to supplement CPM. Please Check with your child for passwords and user names. These resources will be used for classwork and homework. As a parent you are encouraged to create a "parent account" when possible. Please do so in order to monitor your child's progress. These resources are open for your child anytime you see fit. Please explore these sites. Please remember that you can also assign your child practice and you can monitor their progress anytime.
Your child has been given user names and passwords for each of the sites below. Illustrative Mathematics https://im.openupresources.org Illustrative Math solutions to the practice problems can be found with the units. CPM textbook https://sso.cpm.org/ An introduction to CPM https://www.youtube.com/watch?v=VRSccrnURD4&pbjreload=10 Xtra Math xtramath.com Xtra Math Parents Enrollment https://www.youtube.com/watch?v=NfPCKKQcV0Y cK12 www.ck12.org/ Khan Academy khanacademy.org How to sign up for Khan Academy https://www.youtube.com/watch?v=K8i7hD4UFAU https://www.youtube.com/watch?v=41CsRy6Jub8&pbjreload=10 How to get started with Khan Academy https://www.youtube.com/watch?v=8tFB6pmuWcE&pbjreload=10 https://www.youtube.com/watch?v=hopq0lqqu4&pbjreload=10 If you know of any other free "must use" math sites please feel free to email them to me. If the site permits I will post them here. 