NYS Learning Standards for Mathematics K-12

  • The Next Generation Mathematics Learning Standards

    The New York State Next Generation Mathematics Learning Standards (2017) reflect revisions, additions, vertical movement, and clarifications to the current mathematics standards. The Standards are defined as the knowledge, skills and understanding that individuals can and do habitually demonstrate over time because of instruction and learning experiences. These mathematics standards, collectively, are focused and cohesive—designed to support student access to the knowledge and understanding of the mathematical concepts that are necessary to function in a world very dependent upon the application of mathematics, while providing educators the opportunity to devise innovative programs to support this endeavor.

    Comparison of Changes between Common Core (2011) and Next Generation Learning Standards (2017)

    Impact of Changing to the Next Generation Learning Standards (NGLS)

    • Moving Standards to Different Grade Levels
      • Improving the focus of major content and skills for each grade-level and course; providing more time for students to develop deep levels of understanding of grade-level appropriate content. Based on public and expert comments, major grade movements occurred in statistics and probability at the middle level and in Algebra at the high school level;
    • Providing for Students to Explore Standards
      • Exploring a standard allows students to be introduced to and learn a concept without the expectation of mastering the concept at that grade level. Exploring the topic recognizes the importance of building a foundation toward mastering the concept in subsequent grades;
    • Clarification of Standards
      • Educators, students and parents can more clearly understand the expectation, without limiting instructional flexibility. For example, modifications were made to better define the progression of skills and the transition of some of the 18 shared standards between Algebra I and Algebra II;
    • Adding and Consolidating Standards
      • Improving coherence, focus and reduce redundancy among grade levels. For example, one additional standard at the Kindergarten level helps solidify pattern recognition and creation from Pre-K to Grade 2.  In addition, standards regarding time and money were added and changed to smooth the transition of building these skills at the PreK-Grade 4 level;
    • Maintaining the Rigor of the Standards
      • Balancing the need for conceptual understanding, procedural skill and application.  For example, clearly identify the fluency standards at the high school level; and 
    • Creating a Glossary of Verbs 
      • This glossary is associated with the mathematics standards and contains a list of verbs that appear throughout the revised standards recommendations.  For example, the term “explore” is now utilized in some standards to alleviate grade-level appropriateness concerns.