About the Common Core
The Common Core is a set of high-quality academic standards in mathematics and English language arts ELA.
In 2009 the state school chiefs and governors that comprise CCSSO and the NGA Center coordinated a stateled effort to develop the Common Core State Standards. Designed through collaboration among teachers, school chiefs, administrators, and other experts, the standards provide a clear and consistent framework for educators.
The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. The standards define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entrylevel careers, introductory academic college courses, and workforce training programs.
Forty-two states , the District of Columbia, four territories, have voluntarily adopted and are moving forward with the Common Core.
目錄：
PART 1RATIOS AND PROPORTIONAL RELATIONSHIPS RP
Chapter 01
UNDERSTAND THE CONCEPT OF A RATIO AND USE RATIO LANGUAGE TO DESCRIBE A RELATIONSHIP BETWEEN TWO QUANTITIES. RP. 1
Chapter 02
UNDERSTAND THE CONCEPT OF A UNIT RATE ASSOCIATED WITH A RATIO AND USE RATE LANGUAGE IN THE CONTEXT OF A RATIO RELATIONSHIP. RP. 2
Chapter 03
USE RATIO AND RATE REASONING TO SOLVE REAL-WORLD AND MATHEMATICAL PROLEMS： TABLES AND EQUIVALENT RATIOS RP. 3A
Chapter 04
SOLVING UNIT RATE PROBLEMS. RP. 3B
Chapter 05
UNDERSTANDING PERCENT AS A RATE. RP. 3C
Chapter 06
USE RATIO REASONING TO CONVERT MEASUREMENT UNITS. RP. 3D
PART 2THE NUMBER SYSTEM NS
Chapter 07
DIVISION OF FRACTIONS BY FRACTION. NS. 1
Chapter 08
FLUENTLY DIVIDE MULTI-DIGIT NUMBERS USING THE STANDARD ALGORITHM. NS. 2
Chapter 09
FLUENTLY ADD, SUBTRACT, MULTIPLY AND DIVIDE MULTI-DIGIT DECIMALS USING STANDARD ALGORITHMS. NS. 3
Chapter 10
FINDING GREATEST COMMON FACTORS AND LEAST COMMON MULTIPLES. NS. 4
Chapter 11
POSITIVE AND NEGATIVE NUMBERS. NS. 5
Chapter 12
RATIONAL NUMBERS ON A NUMBER LINE. NS. 6A
Chapter 13
GRAPHING ORDERED PAIRS ON A COORDINATE PLANE. NS. 6B
Chapter 14
GRAPHING INTEGERS AND RATIONAL NUMBERS ON A NUMBER LINE OR COORDINATE PLANE. NS. 6C
Chapter 15
INTERPRET STATEMENTS OF INEQUALITY AS STATEMENTS ABOUT THE RELATIVE POSITION OF TWO NUMBERS ON A NUMBER LINE DIAGRAM. NS. 7A
Chapter 16
WRITE, INTERPRET, AND EXPLAIN STATEMENTS OF ORDER FOR RATIONAL NUMBERS IN REAL-WORLD CONTEXTS. NS. 7B
Chapter 17
UNDERSTAND THE ABSOLUTE VALUE OF A RATIONAL NUMBER AS ITS DISTANCE FROM ZERO ON THE NUMBER LINE. NS. 7C
Chapter 18
DISTINGUISH COMPARISONS OF ABSOLUTE VALUE FROM STATEMENTS ABOUT ORDER. NS. 7D
Chapter 19
SOLVE REAL-WORLD AND MATHEMATICAL PROBLEMS BY GRAPHING POINTS IN ALL FOUR QUADRANTS OF THE COORDINATE PLANE. NS. 8
PART 3EXPRESSIONS AND EQUATIONS EE
Chapter 20
WRITE EXPRESSIONS THAT RECORD OPERATIONS WITH NUMBERS AND WITH LETTERS STANDING FOR NUMBERS. EE. 1
Chapter 21
WRITE EXPRESSIONS THAT RECORD OPERATIONS WITH NUMBERS AND WITH LETTERS STANDING FOR NUMBERS. EE. 2A
Chapter 22
IDENTIFY PARTS OF AN EXPRESSION USING MATHEMATICAL TERMS; VIEW ONE OR MORE PARTS OF AN EXPRESSION AS A SINGLE ENTITY. EE. 2B
Chapter 23
EVALUATE EXPRESSIONS AT SPECIFIC VALUES OF THEIR VARIABLES. EE. 2C
Chapter 24
APPLY THE PROPERTIES OF OPERATIONS TO GENERATE EQUIVALENT EXPRESSIONS. EE. 3
Chapter 25
IDENTIFY WHEN TWO EXPRESSIONS ARE EQUIVALENT. EE. 4
Chapter 26
UNDERSTAND SOLVING AN EQUATION OR INEQUALITY AS A PROCESS OF ANSWERING A QUESTION： WHICH VALUES FROM A SPECIFIED SET, IF ANY, MAKE THE EQUATION OR INEQUALITY TRUE? EE. 5
Chapter 27
USE VARIABLES TO REPRESENT NUMBERS AND WRITE EXPRESSIONS WHEN SOLVING A REAL-WORLD OR MATHEMATICAL PROBLEM; UNDERSTAND THAT A VARIABLE CAN REPRESENT AN UNKNOWN NUMBER OR ANY NUMBER IN A SPECIFIED SET. EE. 6
Chapter 28
SOLVE REAL-WORLD AND MATHEMATICAL PROBLEMS BY WRITING AND SOLVING EQUATIONS OF THE FORM X P = Q AND PX = Q FOR CASES IN WHICH P, Q AND X ARE ALL NONNEGATIVE RATIONAL NUMBERS. EE. 7
Chapter 29
WRITE AN INEQUALITY OF THE FORM X C OR X Chapter 30
USE VARIABLES TO REPRESENT TWO QUANTITIES IN A REAL-WORLD PROBLEM THAT CHANGE IN RELATIONSHIP TO ONE ANOTHER. EE. 9
PART 4GEOMETRY G
Chapter 31
FIND THE AREA OF RIGHT TRIANGLES, OTHER TRIANGLES, SPECIAL QUADRILATERALS, AND POLYGONS BY COMPOSING INTO RECTANGLES OR DECOMPOSING INTOTRIANGLES AND OTHER SHAPES. G. 1
Chapter 32
FIND THE VOLUME OF A RIGHT RECTANGULAR PRISM WITH FRACTIONAL EDGE LENGTHS. G. 2
Chapter 33
DRAW POLYGONS IN THE COORDINATE PLANE GIVEN COORDINATES FOR THE VERTICES; USE COORDINATES TO FIND THE LENGTH OF A SIDE JOINING POINTS WITH THE SAME FIRST COORDINATE OR THE SAME SECOND COORDINATE. G. 3
Chapter 34
REPRESENT THREE-DIMENSIONAL FIGURES USING NETS MADE UP OF RECTANGLES AND TRIANGLES, AND USE THE NETS TO FIND THE SURFACE AREA OF THESE FIGURES. G. 4
PART 5STATISTICS AND PROBABILITY SP
Chapter 35
RECOGNIZE A STATISTICAL QUESTION AS ONE THAT ANTICIPATES VARIABILITY IN THE DATA RELATED TO THE QUESTION AND ACCOUNTS FOR IT IN THE ANSWERS. SP. 1
Chapter 36
UNDERSTAND THAT A SET OF DATA COLLECTED TO ANSWER A STATISTICAL QUESTION HAS A DISTRIBUTION WHICH CAN BE DESCRIBED BY ITS CENTER, SPREAD, AND OVERALL SHAPE. SP. 2
Chapter 37
RECOGNIZE THAT A MEASURE OF CENTER FOR A NUMERICAL DATA SET SUMMARIZES ALL OF ITS VALUES WITH A SINGLE NUMBER, WHILE A MEASURE OF VARIATION DESCRIBES HOW ITS VALUES VARY WITH A SINGLE NUMBER. SP. 3
Chapter 38
DISPLAY NUMERICAL DATA IN PLOTS ON A NUMBER LINE, INCLUDING DOT PLOTS, HISTOGRAMS, AND BOX PLOTS. SP. 4
Chapter 39
SUMMARIZE NUMERICAL DATA SETS IN RELATION TO THEIR CONTEXT, SUCH AS BY REPORTING THE NUMBER OF OBSERVATIONS. SP. 5A
Chapter 40
SUMMARIZE NUMERICAL DATA SETS IN RELATION TO THEIR CONTEXT, SUCH AS BY DESCRIBING THE NATURE OF THE ATTRIBUTE UNDER INVESTIGATION, INCLUDING HOW IT WAS MEASURED AND ITS UNITS OF MEASUREMENT. SP. 5B
Chapter 41
SUMMARIZE NUMERICAL DATA SETS IN RELATION TO THEIR CONTEXT, SUCH AS BY GIVING QUANTITATIVE MEASURES OF CENTER AND VARIABILITY, AS WELL AS DESCRIBING ANY OVERALL PATTERN AND ANY STRIKING DEVIATIONS FROM THE OVERALL PATTERN WITH REFERENCE TO THE CONTEXT IN WHICH THE DATA WERE GATHERED. SP. 5C
Chapter 42
SUMMARIZE NUMERICAL DATA SETS IN RELATION TO THEIR CONTEXT, SUCH AS BY RELATING THE CHOICE OF MEASURES OF CENTER AND VARIABILITY TO THE SHAPE OF THE DATA DISTRIBUTION AND THE CONTEXT IN WHICH THE DATA WERE GATHERED. SP. 5D
內容試閱：
继《Smart Reading： 跟美国学生同步练阅读》和《Smart Science： 跟美国学生同步学科学》之后，这套以美国现行教学大纲（Common Core State Standards，简称CCSS）为蓝本、由加拿大英语教师编写的《Smart Math： 跟美国学生同步做数学》终于问世了！这三套书，对应西方学校1-8 年级开设的英语语言艺术（ELA）、数学（Math）和科学（Science）三门主要学科，统一按美国现行通用教学标准编写，旨在为出国留学的孩子提升语言能力、用英语训练学科知识与技能提供一定帮助。这些辅导书可以让他们换个角度练英语、换种语言学知识，这应该是件一举多得的事儿。
近些年，出国留学的孩子人数大增，去往的目的地更广、趋于低龄化。留学之路，对一个家庭和孩子未来的发展而言，都是需要慎重考虑和决定的大事，切不可盲从和草率而定。如果定下来要送出去读，出国前应尽可能做些铺垫，如语言训练、兴趣培养、对西方的认知等。多做点这方面的功课，比单纯提高托福、雅思分数要有用得多。
对于共同核心标准（CCSS）这一概念，中国家长和学生可能有些陌生。它是美国从幼儿园至高中所使用的统一教学标准，加拿大很多学校也会参考这一标准。在美国和加拿大，学校教育系统主要由各个州（省）政府所监管。这意味着，阿肯色州与俄勒冈州的孩子们在学校所学的内容会不太相同。当他们完成K12 教育、继续接受高等教育或步入职业生涯时，如果所受教育采用不一样的标准，便会产生一些问题。尤其当某个家庭从一个州搬迁至另一个州时，孩子的续读或许会出现一些麻烦。共同核心标准正是着力于解决这类问题。它是由美国一些著名教育家与政界、商界很有影响力的人物极力倡导而制定，尽量弥合各州之间教学标准的差异。目前为此，美国42 个州、哥伦比亚地区、四个领地都在使用这一教学标准。比尔 盖茨先生也极力赞助这一标准的推广。
共同核心标准，涵盖了幼儿园至12 年级，旨在培养学生的批判性思考能力，传授各年级学科知识。让他们学会设立问题、自我思考，将所学内容进行关联和牵引。共同核心标准，首先注重的是教学生如何思考，然后是学习内容。注重记忆基础之上的知识与技能训练和相互关联。这一标准具有以下特点：
1. 建立在大量研究与事实基础之上而制定；
2. 标准清晰、易于理解并保持教学的延续性；
3. 结合未来的大学教育与职业发展；
4. 丰富的内容与知识应用，高度训练学生的思考能力；
5. 融汇了各州教学标准的优势；
6. 参考了其他国家的教育优点，让学生未来更好地适应全球化经济与社会。
目前，共同核心标准包括两类课程：一是英语语言艺术（English Language Arts，简称ELA），另一门是数学。ELA 又包括阅读、写作、听说等各个领域。这些语言能力，也是学习其他科目的关键，如科学、历史与信息技术等。所以它不是一门简单的英语科目。数学大纲，不是重点强调记忆，而是让学生在训练技能的同时，能获取解决数学问题的方法。要求学生运用数学知识和技能解决真实世界中的问题。因此数学对学生来讲，会变得更加有趣而充满真实感。
2014 年，Holybird Publishing 在加拿大西海岸美丽的维多利亚市注册成立，这为我们利用北美教育资源与作者队伍提供了便利的条件，使得CCSS 这一系列图书的出版成为可能。这些作者具有丰富的英语教学经验，有的在亚洲从事过多年英语教学，他们非常乐意完成这一工作。经过几年的努力，这套书能呈现给中国读者，满足部分学生的需求，作为出版者，我们十分高兴。由于各种原因，书中难免出现一些错误和不足，恳请批评指正，并期待听到家长和老师的反馈，便于我们更好地改进。衷心祝愿所有求学之路上的孩子们心存大志、学有所成！
Edward Liu
Editor-in-chief
of Holybird Publishing
in Victoria, BC, Canada
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