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CROSSWALK
1996 Mathematics Standard and 1998 Core Curriculum 
2005 Mathematics Standard and 2005 Core Curriculum
 May 2005

Structural Organization

1996 Mathematics Standard and
1998 Core Curriculum

2005 Mathematics Standard and
2005 Core Curriculum

1996 Mathematics Standard
  • Four Grade Level Bands
  • Elementary
  • Intermediate
  • Commencement
  • Four-Year Sequence

    • 2005 Mathematics Standard
  • No grade level bands
  • Grade Specific Prekindergarten-12
    •

    1998 Core Curriculum
  • Two Year Grade Level Bands for Grades Prekindergarten-8
  • Prekindergarten-K, 1-2, 3-4, 5-6, 7-8
    •
  • High School - Regents Examinations
  • Math A
  • Math B
    •

    • 2005 Core Curriculum
  • Grade by grade performance indicators
  • High School-Three One-Year Courses of Study
  • Algebra
  • Geometry
  • Algebra 2 and Trigonometry

    •  

     

     

     

     

     

     

     

     

     

     

     

    Performance Indicator Organization

    1996 Mathematics Standard and
    1998 Core Curriculum

    2005 Mathematics Standard and
    2005 Core Curriculum

    1996 Mathematics Standard
  • Seven Key Ideas
  • Mathematical Reasoning
  • Number and Numeration
  • Operations
  • Modeling/Multiple Representation
  • Measurement
  • Uncertainty
  • Patterns/Functions
    •

    •  

     

  • Performance indicators are organized under the seven key ideas and contain an includes (testing years) or may include (non-testing years) columns for further clarification.
    •

    2005 Mathematics Standard
    • Five Process Strands
    • Problem Solving
    • Reasoning and Proof
    • Communication
    • Connections
    • Representation
      •
    • Five Content Strands
      • Number Sense and Operations
      • Algebra
      • Geometry
      • Measurement
    • Statistics and Probability
      •
  • Performance indicators are organized under major understandings within the content and process strands and content performance indicators are separated into bands within each of the content strands.
    •

    Comparison of 1998 Seven Key Ideas and 2005 Process and Content Strands

    1998 Key Ideas

    		 2005 Process and Content Strands
    • Broad in scope and transcend the various branches of mathematics (arithmetic, number theory, algebra, geometry, etc.)
    • Lack of specificity in the may include column for each performance indicators
    • Difference between the may include and includes columns for performance indicators is not clearly indicated
    • Processes of mathematics (problem solving, communication, etc.) are, for the most part, included in the narrative of the document.
    • Process and Content Strands are aligned to the National Council of Teachers of Mathematics Standards
    • The processes of mathematics as well as the content of mathematics have performance indicators
    • Performance indicators are clearly delineated and more specific.

    2005 Mathematics Standard and Content Performance Indicators

    The chart below depicts the number of performance indicators for the content strands by grade level. The emphasis in grades Prekindergarten-4 is on Number Sense and Operations. Algebra builds slowly beginning with patterns in the early elementary grades and leads up to relations and functions in grade 8. Geometry builds as well with a heavy emphasis in the grades 5-8. Measurement has increased significantly from the 1998 core curriculum across the grades with the exception of grade 8. Statistics includes the collection and display of data in the early elementary grades and probability is introduced in grade 5.

    Number of Content Performance Indicators by Grade Level

    Content Strand

    PreK

    K

    1

    2

    3

    4

    5

    6

    7

    8

    TOTAL
    Number Sense & Operations

    9

    		 13

    30

    22

    27

    27

    27

    27

    19

    6

    207
    Algebra

    1

    2

    1

    2

    2

    5

    8

    6

    10

    19

    56
    Geometry

    2

    5

    5

    6

    5

    8

    14

    11

    10

    21

    87
    Measurement

    2

    3

    11

    10

    10

    10

    11

    9

    13

    1

    80
    Statistics and Probability

    4

    5

    9

    5

    8

    6

    7

    11

    12

    0

    67

    TOTAL

    18

    28

    56

    45

    52

    56

    67

    64

    64

    47

    497