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Mathematics (K-12)

Introduction

We look forward to your review and feedback on the mathematics model curriculum aligned to the Common Core State Standards (CCSS).  It will be helpful to the reader to be familiar with the Common Core State Standards for Mathematics document (www.corestandards.org) as well as the Partnership for Assessment of Readiness for College and Careers (PARCC) Model Content Frameworks (www.parcconline.org/parcc-model-content-frameworks).  Both documents outline the prioritization of content that was used in developing the five units of study for each grade level and course.

The model curriculum is not intended to provide daily learning objectives but rather a sequence of five units of study with accompanying assessments.  Student learning objectives (SLOs), clarified by assessments, provide clear targets from which to plan daily instruction.

To address the major standards of the grade that could not be taught to mastery in six weeks, the standard is broken down into smaller, measurable student learning objectives that appear in more than one unit.  We want all units to be teachable and learnable within a six-week period.

In kindergarten through 8th grade, the CCSS is organized into domains that appear in one or more grade level – only the Geometry domain appears in all grades from kindergarten through 8th grade.  The secondary units comprise the traditional pathway of Algebra I, Geometry, and Algebra II.

The eight Mathematical Practices are embedded within the SLOs as students problem solve, model, reason with quantities, and justify answers with viable arguments.  As the model curriculum evolves, additional support for integrating the practices into classroom instruction will be included.

At the start of each document, you will find a brief overview to the grade level or course intended to provide additional context for how the units are organized.  Again, we look forward to your feedback—both positive and constructive.

Course Overviews (Standards Into Units)

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