
National Council for Teachers of
Mathematics
Curriculum Standards

STANDARD 2:
MATHEMATICS AS COMMUNICATION 
In grades 58, the study of mathematics
should include opportunities to communicated so that students can
 model situations using oral, written, concrete,
pictorial, graphical, and algebraic methods;
 reflect on and clarify their own thinking
about mathematical ideas and situations;
 develop common understandings of mathematical
ideas, including the role of definitions;
 use the skills of reading, listening, and
viewing to interpret and evaluate mathematical ideas;
 discuss mathematical ideas and make conjectures
and convincing arguments;
 appreciate the value of mathematical notation
and its role in the development of mathematical ideas.

STANDARD 9:
GEOMETRY AND SPATIAL SENSE 
In grades K4, the mathematics curriculum
should include two and threedimensional geometry so that students
can
 describe, model, draw,
and classify shapes;
 investigate and predict
the results of combining, subdividing, and changing shapes;
 develop spatial sense;
 relate geometric ideas
to number and measurement ideas;
 recognize and appreciate
geometry in their world.

STANDARD 10: MEASUREMENT 
In grades K4, the mathematics curriculum
should include measurement so that students can
 understand the attributes
of length, circumference, and area;
 develop the process
of measuring and concepts related to units of measurement;
 make and use measurements
in problem and every day situations.

STANDARD 13:
MEASUREMENT 
In grades 58, the mathematics
curriculum should include measurement so that students can
 extend their understanding
of the process of measurement;
 estimate, make, and
use measurements to describe and compare phenomena;
 select appropriate units and tools to measure
to the degree of accuracy required in a particular situation;
 understand the structure and use of systems
of measurement;
 extend their understanding of the concepts
of perimeter, area, volume, angle measure, capacity, and weight
and mass;
 develop the concepts of rates and other derived
and indirect measurements;
 develop formulas and procedures for determining
measures to solve problems.

