National Council for Teachers of Mathematics

Curriculum Standards

STANDARD 2:
MATHEMATICS AS COMMUNICATION
In grades 5-8, 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 K-4, the mathematics curriculum should include two- and three-dimensional 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 K-4, 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 5-8, 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.