Common Core Standards  Math
Adopted in January 2011 by the New York State Board of Regents, this document includes all of the Common Core State Standards (CCSS) in Math, plus the New York recommended additions. All of the New York State Math Common Core Workgroup’s recommended additions are included within this document, highlighted in yellow under the related domain.


In considering this document, there are five things important to note:
1. The pathways and courses are models, not mandates. They illustrate possible approaches to organizing the content of the CCSS into coherent and rigorous courses that lead to college and career readiness. States and districts are not expected to adopt these courses as is; rather, they are encouraged to use these pathways and courses as a starting point for developing their own.
2. All college and career ready standards (those without a +) are found in each pathway. A few (+) standards are included to increase coherence but are not necessarily expected to be addressed on high stakes assessments.
3. The course descriptions delineate the math standards to be covered in a course; they are not prescriptions for curriculum or pedagogy. Additional work will be needed to create coherent instructional programs that help students achieve these standards.
4. Units within each course are intended to suggest a possible grouping of the standards into coherent blocks; in this way, units may also be considered “critical areas” or “big ideas”, and these terms are used interchangeably throughout the document. The ordering of the clusters within a unit follows the order of the standards document in most cases, not the order in which they might be taught. Attention to ordering content within a unit will be needed as instructional programs are developed.
5. While courses are given names for organizational purposes, states and districts are encouraged to carefully consider the content in each course and use names that they feel are most appropriate. Similarly, unit titles may be adjusted by states and districts.
While the focus of this document is on organizing the Standards for Mathematical Content into model pathways to college and career readiness, the content standards must also be connected to the Standards for Mathematical Practice to ensure that the skills needed for later success are developed. In particular, Modeling (defined by a * in the CCSS) is defined as both a conceptual category for high school mathematics and a mathematical practice and is an important avenue for motivating students to study math, for building their understanding of math, and for preparing them for future success. Development of the pathways into instructional programs will require careful attention to modeling and mathematical practices. Assessments based on these pathways should reflect both the content and mathematical practices standards.
1. The pathways and courses are models, not mandates. They illustrate possible approaches to organizing the content of the CCSS into coherent and rigorous courses that lead to college and career readiness. States and districts are not expected to adopt these courses as is; rather, they are encouraged to use these pathways and courses as a starting point for developing their own.
2. All college and career ready standards (those without a +) are found in each pathway. A few (+) standards are included to increase coherence but are not necessarily expected to be addressed on high stakes assessments.
3. The course descriptions delineate the math standards to be covered in a course; they are not prescriptions for curriculum or pedagogy. Additional work will be needed to create coherent instructional programs that help students achieve these standards.
4. Units within each course are intended to suggest a possible grouping of the standards into coherent blocks; in this way, units may also be considered “critical areas” or “big ideas”, and these terms are used interchangeably throughout the document. The ordering of the clusters within a unit follows the order of the standards document in most cases, not the order in which they might be taught. Attention to ordering content within a unit will be needed as instructional programs are developed.
5. While courses are given names for organizational purposes, states and districts are encouraged to carefully consider the content in each course and use names that they feel are most appropriate. Similarly, unit titles may be adjusted by states and districts.
While the focus of this document is on organizing the Standards for Mathematical Content into model pathways to college and career readiness, the content standards must also be connected to the Standards for Mathematical Practice to ensure that the skills needed for later success are developed. In particular, Modeling (defined by a * in the CCSS) is defined as both a conceptual category for high school mathematics and a mathematical practice and is an important avenue for motivating students to study math, for building their understanding of math, and for preparing them for future success. Development of the pathways into instructional programs will require careful attention to modeling and mathematical practices. Assessments based on these pathways should reflect both the content and mathematical practices standards.