The Standards are organized into four overlapping strands: Reading, Writing, Language and Speaking/Listening. Because the CCLS present an integrated model of literacy, the Standards mutually inform one another.
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 National Council of Teachers of Mathematics (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). Please read here for more detailed information about the Standards for Mathematical Practice. Mathematics Appendix A: Guidance on Curricular Pathways in CCSS
CCSS Math Progressions:
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