Primary Math Standards at a Glance

NCTM's Goals and Expectations for Mathematics Instruction & Learning

Jul 29, 2008 Margaret M. Williams

NCTM provides standards for the mathematical understanding, knowledge, and skills all students are expected to acquire. Here is a look at the Pre-K-2 strand.

The National Council of Teachers of Mathematics (NCTM) proposes ten Math Standards that apply to all grade levels, pre-K through high school. They are meant to be used as a tool to aid in improving the quality of instructional programs.

The first five standards are content oriented. The last five are process oriented. Each of the standards is comprised of two to four specific goals. For the content standards, the goals are further broken down into a list of specific expectations. The process standards use examples to demonstrate what the teacher’s role should be in meeting the Standard.

The standards are organized into four grade bands (pre-K- 2, 3-5, 6-8, and 9-12), in order to make the goals age appropriate.

A Summary of the NCTM Math Standards and Goals for Pre-K -2

The Math Content Standards:

  • Numbers And Operations –students are expected to have a basic understanding of numbers and their relationships, and to be able to read and write numbers. Further, they should understand the meanings of operations, and be able to compute fluently and make reasonable estimates.

  • Algebra – students should be able to sort, classify and order by size and other properties; recognize, describe, extend, and analyze patterns; use algebraic symbols to represent and analyze mathematical situations; use mathematical models to represent and understand quantitative relationships; and analyze change in various contexts (e.g. growing taller over a specified period of time).

  • Geometry – students should engage in analyzing characteristics and properties of two- and three-dimensional geometric shapes, and develop mathematical arguments about geometric relationships; describe spatial relationships using coordinate geometry and other representational systems; apply transformations (i.e. slides, flips, and turns) and use symmetry to analyze mathematical situations; and use visualization, spatial reasoning, and geometric modeling to solve problems.

  • Measurement – students should understand measurable attributes of objects and the units, systems, and processes of measurement. They should able to apply appropriate techniques, tools, and formulas to determine measurements.

  • Data Analysis and Probability – students should engage in formulating questions that can be addressed with data and in collecting, organizing, and displaying relevant data to answer those questions. They should be able to select and use appropriate statistical methods to analyze data. Student should also develop and evaluate inferences and predictions that are based on data, and understand and apply basic concepts of probability.

The Math Processing Standards:

  • Problem Solving – students should be guided to build new mathematical knowledge through problem solving, apply and adapt a variety of appropriate strategies to solve problems in math and other contexts, and reflect on those processes.

  • Reasoning and Proof – students should be able to recognize reasoning and proof as fundamental to mathematics; and to develop, investigate, use, and evaluate appropriate conjectures, arguments and proofs.

  • Communication Standard – students should be learning to organize and consolidate their mathematical thinking and to communicate that thinking coherently, clearly, and precisely to peers, teachers, and others; they should be able to analyze and evaluate the mathematical thinking and strategies of others.

  • Connections – students need to be able to recognize and use connections among mathematical ideas; understand how those ideas interconnect and build on one another to produce a coherent whole; and recognize and apply mathematics in other contexts.

  • Representation – students should create and use representations to organize, record, and communicate mathematical ideas; and then select and apply those representations to solve problems and to model and interpret physical, social, and mathematical phenomena.

The Pre-k -2 Math Standards are one set out of four grade-band strands developed by the NCTM. They are designed to be used as a model for developing state and local math standards, and a guide for writing math curricula and in developing assessments and instructional materials.The standards are described in detail on the NCTM website.

The copyright of the article Primary Math Standards at a Glance in Primary School is owned by Margaret M. Williams. Permission to republish Primary Math Standards at a Glance in print or online must be granted by the author in writing.
Primary Math Manips, Margaret M. Williams
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