Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

The Colorado Model Content Standards for Mathematics were designed to serve as a guide for school districts as they define standards that will enable every Colorado student to develop the mathematical literacy needed for citizenship and employment in the 21st century. A new vision is provided of the content students should study in order to…

This kit contains observation matrices for on-going assessment and end of the year evaluation for grades 1 through 8. Each matrix is divided into the areas of numeration, geometry, patterns, measurement, problem solving, data, and computation. Performance indicators indicate four levels of proficiency where Level I indicates minimal performance…

This document presents Core Course Proficiencies for the State of New Jersey whose purpose is to ensure that all students have equal access to the fundamental knowledge and skills critical to achieving success in mathematics. After an introduction providing rationale and background, the Core Course Proficiencies are presented in three sections.…

These hearings focused on topics and issues related to the status, quality, and improvement of K-12 science and mathematics in the Pittsburgh area. Science and mathematics teachers, school administrators, school board members, industry leaders, and college officials provided a firsthand description of the nature and direction of science and…

This curriculum guide prescribes the minimum course content for all mathematics programs in the public schools of the State of Alabama. It forms the basis for the development, by local education agencies, of all state mathematics programs. Minimum course content for each grade has been organized into seven content areas: number, measurement,…

In 1983, the Ohio State Board of Education responded to the public's expectations for schools by adopting minimum standards requiring competency-based education in mathematics on a 5-year cycle, of each school district's competency-based education program; and to publish an annual report on competency-based education in Ohio. This document is the…