Welcome, Teachers: a letter to you from Lynne Munson, President and Executive Director of Common Core

Dear Teacher,

Thank you for your interest in Common Core’s curriculum in mathematics. Common Core is a non-profit organization based in Washington, DC dedicated to helping K-12 public schoolteachers use the power of high-quality content to improve instruction.1  We are led by a board of master teachers, scholars, and current and former school, district, and state education leaders. Common Core has responded to the Common Core State Standards’ (CCSS) call for “content-rich curriculum”2 by creating new, CCSS-based curriculum materials in mathematics, English Language Arts, history, and (soon) the arts. All of our materials are written by teachers who are among the nation’s foremost experts on the new standards.

In 2012 Common Core won three contracts from the New York State Education Department to create a PreKindergarten – 12th grade mathematics curriculum for the teachers of that state, and to conduct associated professional development. These books contain a portion of that work. In order to respond to demand in New York and elsewhere, modules of the curriculum will continue to be published, on a rolling basis, as they are completed. This curriculum is based on New York’s version of the CCSS (the CCLS—or Common Core Learning Standards). Common Core will be releasing an enhanced version of the curriculum this summer on our website, commoncore.org. That version also will be published by Jossey-Bass/Wiley.

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Common Core’s curriculum materials are not merely aligned to the new standards, they take the CCSS as their very foundation. Our work in math takes its shape from the expectations embedded in the new standards— including the instructional shifts and mathematical progressions, and the new expectations for student fluency and deep conceptual understanding and application to real-life context. Similarly, our ELA and history curricula are deeply informed by the CCSS’s new emphasis on close reading, increased used of informational text, and evidence-based writing.

Our curriculum is distinguished not only by its adherence to the CCSS. The math curriculum is based on a theory of teaching math that is proven to work. That theory posits that mathematical knowledge is most coherently and effectively conveyed when it is taught in a sequence that follows the “story” of mathematics itself. This is why we call the elementary portion of this curriculum “The Story of Units,” to be followed by “The Story of Ratios” in middle school, and “The Story of Functions” in high school. Mathematical concepts flow logically, from one to the next, in this curriculum. The sequencing has been joined with methods of instruction that have been proven to work, in this nation and abroad. These methods drive student understanding beyond process, to deep mastery of mathematical concepts. The goal of the curriculum is to produce students who are not merely literate, but fluent, in mathematics.

It is important to note that, as extensive as these curriculum materials are, they are not meant to be prescriptive. Rather, they are intended to provide a basis for teachers to hone their own craft through study, collaboration, training, and the application of their own expertise as professionals. At Common Core we believe deeply in the ability of teachers and in their central and irreplaceable role in shaping the classroom experience. We strive only to support and facilitate their important work.

The teachers and scholars who wrote these materials are listed at the beginning of each book. Their deep knowledge of mathematics, of the CCSS, and of what works in classrooms defined this work in every respect. I would like to thank Louisiana State University professor of mathematics Scott Baldridge for the intellectual leadership he provides to this project. Teacher, trainer, and writer Robin Ramos is the most inspired math educator I’ve ever encountered. It is Robin and Scott’s aspirations for what mathematics education in America should look like that is spelled out in these pages.

Finally, this work owes a debt to project director Nell McAnelly that is so deep I’m confident it never can be repaid. Nell, who leads LSU’s Gordon A. Cain Center for STEM Literacy, oversees all aspects of our work for NYSED. She has spent days, nights, weekends, and many cancelled vacations toiling in her efforts to make it possible for this talented group of teacher-writers to produce their best work against impossible deadlines. I’m confident that in the years to come Scott, Robin, and Nell will be among those who will deserve to be credited with putting math instruction in our nation back on track.

Thank you for taking an interest in our work. Please join us at www.commoncore.org.

Lynne Munson
President and Executive Director Common Core
Washington, DC June 20, 2013


 1. Despite the coincidence of name, Common Core and the Common Core State Standards are not affiliated. Common Core was established in 2007, prior to the start of the Common Core State Standards Initiative, which was led by the National Governors Association and the Council for Chief State School Officers.
2. Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (Washington, DC: Common Core State Standards Initiative), 6.

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