[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-465016-105":59,"doc-detail-465016-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","common-core-state-standards-for-mathematics","Common Core State Standards for Mathematics","","Common Core State Standards for Mathematics outlines a coherent, focused framework for what students should understand and be able to do across grade levels. It emphasizes greater attention to number, geometry, spatial relations, and measurement in early childhood, integrating mathematical process goals within content. The introduction argues for clarity and specificity over a “mile wide and an inch deep” approach, discusses coherence through logical sequences of topics and learning progressions, and explains what mathematical understanding looks like, including justification and the link between concepts and procedural skill.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/common-core-state-standards-for-mathematics/465016/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/common-core-state-standards-for-mathematics/465016.png","ImageObject",300,407,{"name":92,"@type":93},"lugxt","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core areas does the document emphasize for early childhood mathematics learning?","Question",{"text":112,"@type":113},"Early childhood learning should focus more on number (including whole numbers, operations, and relations) and also on geometry, spatial relations, and measurement, with more time devoted to number than other topics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do the Standards stress “fewer standards,” and what is the goal instead?",{"text":117,"@type":113},"“Fewer standards” are not a substitute for focused standards. Instead, the Standards aim for clarity and specificity rather than broad general statements.",{"name":119,"@type":110,"acceptedAnswer":120},"What does mathematical understanding mean in these Standards?",{"text":121,"@type":113},"Mathematical understanding involves the ability to justify why statements are true or where rules come from. It distinguishes conceptual explanation from using a mnemonic device, and it treats both understanding and procedural skill as assessable through rich mathematical tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},465016,1791070712,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747862600,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Common Core  \nState StandardS for  \nmathematics  \nCommon Core State StandardS for matHematICS  \ntable of Contents  \nIntroduction 3  \nStandards for mathematical Practice 6  \nStandards for mathematical Content  \nKindergarten 9  \nGrade 1 13  \nGrade 2 17  \nGrade 3 21  \nGrade 4 27  \nGrade 5 33  \nGrade 6 39  \nGrade 7 46  \nGrade 8 52  \nHigh School — Introduction  \nHigh School — Number and Quantity 58  \nHigh School — Algebra 62  \nHigh School — Functions 67  \nHigh School — Modeling 72  \nHigh School — Geometry 74  \nHigh School — Statistics and Probability 79  \nGlossary 85  \nSample of Works Consulted 91  \nCommon Core State StandardS for matHematICS  \nIntroduction  \nToward greater focus and coherence  \nMathematics experiences in early childhood settings should concentrate on  \n(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.  \n— Mathematics Learning in Early Childhood, National Research Council, 2009  \nThe composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development ofK–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.  \n— Ginsburg, Leinwand and Decker, 2009  \nBecause the mathematics concepts in [U.S.] textbooks are often weak, the presentation becomes more mechanical than is ideal. We looked at both traditional and non-traditional textbooks used in the US and found this conceptual weakness in both.  \n— Ginsburg et al., 2005  \nThere are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students.  \n— Steen, 2007  \nFor over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge.  \nIt is important to recognize that “fewer standards” are no substitute for focused standards. Achieving “fewer standards” would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.  \nAssessing the coherence of a set of standards is more difficult than assessing their focus. William Schmidt and Richard Houang (2002) have said that content standards and curricula are coherent if they are:  \narticulated over time as a sequence of topics and performances that are logical and reflect, where appropriate, the sequential or hierarchical nature of the disciplinary content from which the subject matter derives. That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies  \nI ntrodUCt Ion  \nCommon Core State StandardS for matHematICS  \nthat to be coherent, a set of content standards must evolve from particulars (e.g., the meaning and operations of whole numbers, including simple math facts and routine computational procedures associated with whole numbers and fractions) to deeper structures inherent in the discipline. These deeper structures then serve as a means for connecting the particulars (such as an understa","cbCaimbwuaVYv81X","https://ap.wps.com/l/cbCaimbwuaVYv81X","pdf",1242082,93,"English","# Introduction\n# Standards for mathematical Practice\n# Standards for mathematical Content\n## Kindergarten\n## Grade 1\n## Grade 2\n## Grade 3\n## Grade 4\n## Grade 5\n## Grade 6\n## Grade 7\n## Grade 8\n# High School — Introduction\n# High School — Number and Quantity\n# High School — Algebra\n# High School — Functions\n# High School — Modeling\n# High School — Geometry\n# High School — Statistics and Probability\n# Glossary\n# Sample of Works Consulted","[{\"question\":\"What core areas does the document emphasize for early childhood mathematics learning?\",\"answer\":\"Early childhood learning should focus more on number (including whole numbers, operations, and relations) and also on geometry, spatial relations, and measurement, with more time devoted to number than other topics.\"},{\"question\":\"Why do the Standards stress “fewer standards,” and what is the goal instead?\",\"answer\":\"“Fewer standards” are not a substitute for focused standards. Instead, the Standards aim for clarity and specificity rather than broad general statements.\"},{\"question\":\"What does mathematical understanding mean in these Standards?\",\"answer\":\"Mathematical understanding involves the ability to justify why statements are true or where rules come from. It distinguishes conceptual explanation from using a mnemonic device, and it treats both understanding and procedural skill as assessable through rich mathematical tasks.\"}]","Common Core State Standards for Mathematics | PDF",1790769051,234]