The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Linda J. Sheffield, Ph.D., is Regents Professor Emerita of Mathematics Education at Northern Kentucky University and founding director of the Kentucky Center for Mathematics and is a coauthor of Math Innovations, a middle-grades mathematics series, as well as the Javits-funded Project M3: Mentoring Mathematical Minds and the NSF Project M2: Mentoring Young Mathematicians, two series of units for advanced elementary and primary students. Dr. Sheffield has authored, coauthored, or edited approximately 50 books and has conducted seminars for educators, parents, and students across the United States and in nearly 20 other countries with an emphasis on helping students develop their mathematical creativity, promise, talents, and abilities to the fullest extent possible. She a leader of the National Association for Gifted Children STEM Network and the National Council of Supervisors of Mathematics Special Interest Group on Mathematically Promising Students, was chair of the National Council of Teachers of Mathematics Task Force on Promising Students, and is past president of the School Science and Mathematics Association.

In general, the content was both accurate and informative. Given the transition currently taking place across the nation to CCSSM, this book would make an excellent supplemental resource for any teacher. The strategies and activities presented would be a great addition to any classroom.,Karen Adamson,Mathematics Teaching in the Middle School, 11/1/13

• Foreword Preface Acknowledgments Introduction The Common Core State Standards Rationale for the Work Alignment to 21st Century Skills Research Support for the Effort Differentiating the Common Core State Standards for Gifted and Advanced Students Linking Mathematics and English Language Arts Standards Differentiating Assessments to Encourage Higher Level Reasoning and Creativity Talent Trajectory: Creating Pathways to Excellence in Mathematics Implementing the Common Core State Standards With Various Program Models in Gifted Education Alignment of the Common Core State Standards With the Gifted Education Programming Standards Implications for Professional Learning When Implementing the Common Core State Standards Collaboration With General and Special Education A Possible Timeline for Implementing the Common Core State Standards Locally Resources to Assist With the Implementation Process References Appendix A: Definitions of Key Terms Appendix B: Evidence-Based Practices in Gifted Education Appendix C: Annotated References on Mathematical Creativity and Giftedness Appendix D: Additional Mathematics Resources About the Editors About the Contributors About the Copublishers

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Linda J. Sheffield, Ph.D., is Regents Professor Emerita of Mathematics Education at Northern Kentucky University and founding director of the Kentucky Center for Mathematics and is a coauthor of Math Innovations, a middle-grades mathematics series, as well as the Javits-funded Project M3: Mentoring Mathematical Minds and the NSF Project M2: Mentoring Young Mathematicians, two series of units for advanced elementary and primary students. Dr. Sheffield has authored, coauthored, or edited approximately 50 books and has conducted seminars for educators, parents, and students across the United States and in nearly 20 other countries with an emphasis on helping students develop their mathematical creativity, promise, talents, and abilities to the fullest extent possible. She a leader of the National Association for Gifted Children STEM Network and the National Council of Supervisors of Mathematics Special Interest Group on Mathematically Promising Students, was chair of the National Council of Teachers of Mathematics Task Force on Promising Students, and is past president of the School Science and Mathematics Association.

In general, the content was both accurate and informative. Given the transition currently taking place across the nation to CCSSM, this book would make an excellent supplemental resource for any teacher. The strategies and activities presented would be a great addition to any classroom.,Karen Adamson,Mathematics Teaching in the Middle School, 11/1/13

• Foreword Preface Acknowledgments Introduction The Common Core State Standards Rationale for the Work Alignment to 21st Century Skills Research Support for the Effort Differentiating the Common Core State Standards for Gifted and Advanced Students Linking Mathematics and English Language Arts Standards Differentiating Assessments to Encourage Higher Level Reasoning and Creativity Talent Trajectory: Creating Pathways to Excellence in Mathematics Implementing the Common Core State Standards With Various Program Models in Gifted Education Alignment of the Common Core State Standards With the Gifted Education Programming Standards Implications for Professional Learning When Implementing the Common Core State Standards Collaboration With General and Special Education A Possible Timeline for Implementing the Common Core State Standards Locally Resources to Assist With the Implementation Process References Appendix A: Definitions of Key Terms Appendix B: Evidence-Based Practices in Gifted Education Appendix C: Annotated References on Mathematical Creativity and Giftedness Appendix D: Additional Mathematics Resources About the Editors About the Contributors About the Copublishers

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Linda J. Sheffield, Ph.D., is Regents Professor Emerita of Mathematics Education at Northern Kentucky University and founding director of the Kentucky Center for Mathematics and is a coauthor of Math Innovations, a middle-grades mathematics series, as well as the Javits-funded Project M3: Mentoring Mathematical Minds and the NSF Project M2: Mentoring Young Mathematicians, two series of units for advanced elementary and primary students. Dr. Sheffield has authored, coauthored, or edited approximately 50 books and has conducted seminars for educators, parents, and students across the United States and in nearly 20 other countries with an emphasis on helping students develop their mathematical creativity, promise, talents, and abilities to the fullest extent possible. She a leader of the National Association for Gifted Children STEM Network and the National Council of Supervisors of Mathematics Special Interest Group on Mathematically Promising Students, was chair of the National Council of Teachers of Mathematics Task Force on Promising Students, and is past president of the School Science and Mathematics Association.

In general, the content was both accurate and informative. Given the transition currently taking place across the nation to CCSSM, this book would make an excellent supplemental resource for any teacher. The strategies and activities presented would be a great addition to any classroom.,Karen Adamson,Mathematics Teaching in the Middle School, 11/1/13

• Foreword Preface Acknowledgments Introduction The Common Core State Standards Rationale for the Work Alignment to 21st Century Skills Research Support for the Effort Differentiating the Common Core State Standards for Gifted and Advanced Students Linking Mathematics and English Language Arts Standards Differentiating Assessments to Encourage Higher Level Reasoning and Creativity Talent Trajectory: Creating Pathways to Excellence in Mathematics Implementing the Common Core State Standards With Various Program Models in Gifted Education Alignment of the Common Core State Standards With the Gifted Education Programming Standards Implications for Professional Learning When Implementing the Common Core State Standards Collaboration With General and Special Education A Possible Timeline for Implementing the Common Core State Standards Locally Resources to Assist With the Implementation Process References Appendix A: Definitions of Key Terms Appendix B: Evidence-Based Practices in Gifted Education Appendix C: Annotated References on Mathematical Creativity and Giftedness Appendix D: Additional Mathematics Resources About the Editors About the Contributors About the Copublishers