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Download the standards Print this page For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELAliteracy standards.The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.Understanding MathematicsThese standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the students mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness. Literacy, math and science encompass three of the major content areas in education. Teachers in most states are looking for ways to address the Common Core State Standards (CCSS), which focus on English Language Arts and Mathematics. There is also an effort to address the importance of literacy skills in technical areas, such as science. The Next Generation Science Standards (NGSS) include an appendix on Connections to the Common Core State Standards for Literacy in Science and Technical Subjects, as well as an appendix on Connections to the CCSS for Math.The introduction states: Literacy skills are critical to building knowledge in science. To ensure the CCSS literacy standards work in tandem with the specific content demands outlined in the NGSS, the NGSS development team worked with the CCSS writing team to identify key literacy connections to the specific content demands outlined in the NGSS. As the CCSS affirms, reading in science requires an appreciation of the norms and conventions of the discipline of science, including understanding the nature of evidence used, an attention to precision and detail, and the capacity to make and assess intricate arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts. Students also need to be able to gain knowledge from elaborate diagrams and data that convey information and illustrate scientific concepts. Likewise, writing and presenting information orally are key means for students to assert and defend claims in science, demonstrate what they know about a concept, and convey what they have experienced, imagined, thought, and learned. http:-generation-science-standards Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning.The standards are:Research and evidence basedClear, understandable, and consistentAligned with college and career expectationsBased on rigorous content and the application of knowledge through higher-order thinking skillsBuilt upon the strengths and lessons of current state standardsInformed by other top-performing countries to prepare all students for success in our global economy and societyAccording to the best available evidence, the mastery of each standard is essential for success in college, career, and life in todays global economy.With students, parents, and teachers all on the same page and working together toward shared goals, we can ensure that students make progress each year and graduate from high school prepared to succeed in college, career, and life.The standards focus on core concepts and procedures starting in the early grades, which gives teachers the time needed to teach them and gives students the time needed to master them. The standards draw on the most important international models, as well as research and input from numerous sources, including educators from kindergarten through college, state departments of education, scholars, assessment developers, professional organizations, parents and students, and members of the public. Because their design and content have been refined through successive drafts and numerous rounds of state feedback, the standards represent a synthesis of the best elements of standards-related work in all states and other countries to date.For grades K-8, grade-by-grade standards exist in English language artsliteracy and mathematics. For grades 9-12, the standards are grouped into grade bands of 9-10 grade standards and 11-12 grade standards. While the standards set grade-specific goals, they do not define how the standards should be taught or which materials should be used to support students. States and districts recognize that there will need to be a range of supports in place to ensure that all students, including those with special needs and English language learners, can master the standards. It is up to the states to define the full range of supports appropriate for these students. No set of grade-specific standards can fully reflect the great variety of abilities, needs, learning rates, and achievement levels of students in any given classroom. Importantly, the standards provide clear signposts along the way to the goal of college and career readiness for all students.
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