The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Below you will find the "Progressions for the Common Core State Standards in Mathematics". Please take a moment to view each document.

CC Progression for Mathematics
Selection  File type icon  File name  Description  Size  Revision  Time  User 

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705k  v. 1  Feb 24, 2012, 9:27 AM  Sandra Yates  
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1213k  v. 3  Feb 24, 2012, 9:27 AM  Sandra Yates  
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1107k  v. 1  Feb 24, 2012, 9:27 AM  Sandra Yates  
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498k  v. 1  Feb 24, 2012, 9:28 AM  Sandra Yates 