• Introduction
• Operations & Algebraic Thinking
• Number & Operations in Base Ten
• Measurement & Data
• Geometry

• Introduction
• Operations & Algebraic Thinking
• Number & Operations in Base Ten
• Measurement & Data
• Geometry

• Introduction
• Operations & Algebraic Thinking
• Number & Operations in Base Ten
• Number & Operations—Fractions¹
• Measurement & Data
• Geometry

• Introduction
• Operations & Algebraic Thinking
• Number & Operations in Base Ten¹
• Number & Operations—Fractions¹
• Measurement & Data
• Geometry

• Introduction
• Operations & Algebraic Thinking
• Number & Operations in Base Ten
• Number & Operations—Fractions
• Measurement & Data
• Geometry

• Introduction
• Ratios & Proportional Relationships
• The Number System
• Expressions & Equations
• Geometry
• Statistics & Probability

• Introduction
• Ratios & Proportional Relationships
• The Number System
• Expressions & Equations
• Geometry
• Statistics & Probability

• Introduction
• The Number System
• Expressions & Equations
• Functions
• Geometry
• Statistics & Probability

• Introduction
• The Real Number System
• Quantities*
• The Complex Number System
• Vector & Matrix Quantities

• Introduction
• Seeing Structure in Expressions
• Arithmetic with Polynomials & Rational Expressions
• Creating Equations*
• Reasoning with Equations & Inequalities

• Introduction
• Interpreting Functions
• Building Functions
• Linear, Quadratic, & Exponential Models*
• Trigonometric Functions

• Introduction

• Introduction
• Congruence
• Similarity, Right Triangles, & Trigonometry
• Circles
• Expressing Geometric Properties with Equations
• Geometric Measurement & Dimension
• Modeling with Geometry

• Introduction
• Interpreting Categorical & Quantitative Data
• Making Inferences & Justifying Conclusions
• Conditional Probability & the Rules of Probability
• Using Probability to Make Decisions

• Courses & Transitions

• Glossary

The Standards » Mathematics

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

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