As part of a larger study, we report findings on teachers' use of the Common Core State Standards for Mathematics (CCSSM) and teacher resources (TR) that were included with teachers' published curriculum programs. We analyzed 147 lesson planning interviews with 20 middle school teachers to understand how teachers interpreted and enacted the CCSSM while working with their curriculum materials. We investigated teachers' noticing of CCSSM and features of TR in planning lessons. Regardless of curriculum, teachers perceived that the lessons were designed to address the CCSSM. Findings for patterns among curriculum type, teacher orientation, and teachers' noticing are presented. Implications for curricular policy and design are discussed. [For complete proceedings, see ED581294.]