CCSS Correlation Information


Cross-Reference of Math-U-See Lessons and CC Math Standards


Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Kindergarten

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for First Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Second Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fifth Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Sixth Grade

Goals and Philosophy of Mathematics Education

The stated goal of the CC State Standards for elementary mathematics is to “provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals.” This is not simply a matter of rote learning. “The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels- rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.” (“Key Points of the Math Standards,” CoreStandards.org)

Practice Standards and Content Standards

The CC State Standards are organized in two categories: the Standards for Mathematical Practice and the Standards for Mathematical Content. The Standards for Mathematical Practice, like Math-U-See’s instruction and professional development materials, stress an approach to mathematics that is built around conceptual understanding and procedural fluency. The Content Standards apply this focus on procedure and understanding to specific ideas and skills. Although these content standards are organized by grade level, they clarify that in reality “[concepts] students can learn at any particular grade level depend upon what they have learned before”, and that they “do not define the intervention methods or materials necessary to support students who are well below or well above grade level expectations.” (“Common Core State Standards for Mathematics,” CoreStandards.org)

If a student were to complete Primer-Zeta (2012 editions), all concepts and procedures outlined in the CC Standards for Mathematical Content for grades K-6 are fully articulated. Our materials are structured for skill mastery and are not divided by grade level. Our correlation documents provide the information necessary to determine which standards are addressed in each of the lessons and levels.

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