NewYorkStateP-12CommonCoreLearningStandardsfor.docVIP

PAGE  PAGE 83 New York State P-12 Common Core Learning Standards for Mathematics This document includes all of the Common Core State Standards in Mathematics plus the New York recommended additions. All of the New York State Mathematics Common Core Workgroup’s recommended additions are included within this document highlighted in yellow under the related domain Table of Contents Introduction 3 Standards for Mathematical Practice 5 Prekindergarten…………………………………………8 Kindergarten 10 Grade 1 13 Grade 2 17 Grade 3 20 Grade 4 25 Grade 5 30 Grade 6 35 Grade 7 40 Grade 8 45 High School—Introduction 49 High School—Number and Quantity 50 High School—Algebra 53 High School—Functions 57 High School—Modeling 61 High School—Geometry 63 High School—Statistics and Probability 68 Glossary 73 Sample of Works Consulted 76 Introduction Toward greater focus and coherence Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas. —Mathematics Learning in Early Childhood, National Research Council, 2009 The composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement. — Ginsburg, Leinwand and Decker, 2009 Because the mathematics concepts in [U.S.] textbooks are often weak, the presentat