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 1OPERATIONS AND ALGEBRAIC THINKING OA
Chapter 01
USE ADDITION AND SUBTRACTION WITHIN 20 TO SOLVE WORD PROBLEMS.OA.1
Chapter 02
SOLVE WORD PROBLEMS WITH THE ADDITION OF THREE WHOLE NUMBERS. OA. 2
Chapter 03
APPLY PROPERTIES OF OPERATIONS AS STRATEGIES TO ADD AND SUBTRACT. SHOW UNDERSTANDING OF THE COMMUTATIVE PROPERTY OF ADDITION AND THE ASSOCIATIVE PROPERTY OF ADDITION. OA. 3
Chapter 04
UNDERSTAND SUBTRACTION AS AN UNKNOWN ADDITION PROBLEM. OA. 4
Chapter 05
RELATE COUNTING TO ADDITION AND SUBTRACTION. OA. 5.
Chapter 06
ADD AND SUBTRACT WITHIN 20, DEMONSTRATING FLUENCY FOR ADDITION AND SUBTRACTION WITHIN 10. USE VARIOUS STRATEGIES TO ADD AND SUBTRACT.OA.6
Chapter 07
UNDERSTAND THE MEANING OF THE EQUAL SIGN, AND DETERMINE IF EQUATIONS INVOLVING ADDITION AND SUBTRACTION ARE TRUE OR FALSE. OA. 7
Chapter 08
DETERMINE THE UNKNOWN WHOLE NUMBER IN AN ADDITION OR SUBTRACTION EQUATION RELATING THREE WHOLE NUMBERS. OA. 8
PART 2NUMBER AND OPERATIONS IN BASE TEN NBT
Chapter 09
COUNT TO 120, STARTING AT ANY NUMBER LESS THAN 120. READ AND WRITE NUMERALS AND REPRESENT A NUMBER OF OBJECTS WITH A WRITTEN NUMERAL. NBT. 1
Chapter 10
UNDERSTAND THAT THE TWO DIGITS OF A TWO-DIGIT NUMBER REPRESENT AMOUNTS OF TENS AND ONES. 10 CAN BE THOUGHT OF AS A BUNDLE OF TEN ONES. TWO DIGIT NUMBERS ENDING IN 1 THROUGH 9 ARE COMPOSED OF TENS AND ONES. TWO DIGIT NUMBERS ENDING IN ZERO ARE COMPOSED OF TENS AND ZERO ONES. NBT. 2
Chapter 11
COMPARE TWO TWO-DIGIT NUMBERS BASED ON MEANINGS OF THE TENS AND ONES DIGITS, RECORDING THE RESULTS OF COMPARISONS WITH THE SYMBOLS , = AND Chapter 12
ADD WITHIN 100, USING CONCRETE MODELS OR DRAWINGS AND STRATEGIES BASED ON PLACE VALUE, PROPERTIES OF OPERATIONS, AND THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION. NBT. 4
Chapter 13
USE MENTAL MATHS TO FIND 10 MORE OR 10 LESS THAN A NUMBER, WITHOUT COUNTING ON. NBT. 5
Chapter 14
SUBTRACT MULTIPLES OF 10 IN THE RANGE 10-90, USING CONCRETE MODELS OR DRAWINGS AND STRATEGIES BASED ON PLACE VALUE, PROPERTIES OF OPERATIONS, ANDOR THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION. NBT. 6
PART 3MEASUREMENT AND DATA MD
Chapter 15
ORDER THREE OBJECTS BY LENGTH; COMPARE THE LENGTHS OF TWO OBJECTS INDIRECTLY BY USING A THIRD OBJECT MD. 1
Chapter 16
EXPRESS THE LENGTH OF AN OBJECT USING NON-STANDARD UNITS OF MEASUREMENT, BY LAYING MULTIPLE COPIES OF A SHORTER OBJECT END TO END. MD. 2
Chapter 17
TELL AND WRITE TIME IN HOURS AND HALF-HOURS USING ANALOG AND DIGITAL CLOCKS. MD. 3
Chapter 18
ORGANIZE, REPRESENT, AND INTERPRET DATA WITH UP TO THREE CATEGORIES. MD. 4
PART 4GEOMETRY G
Chapter 19
DISTINGUISH BETWEEN DEFINING ATTRIBUTES VERSUS NON-DEFINING ATTRIBUTES OF SHAPES. BUILD AND DRAW WITH DEFINING ATTRIBUTES. G. 1
Chapter 20
COMPOSE TWO-DIMENSIONAL SHAPES OR THREE-DIMENSIONAL SHAPES TO CREATE A COMPOSITE SHAPE. G. 2
Chapter 21
PARTITION CIRCLES AND RECTANGLES INTO TWO AND FOUR EQUAL SHARES, DESCRIBE THE SHARES USING THE WORDS HALVES, FOURTHS, QUARTERS, AND WHOLE. G. 3
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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