Ohio's Learning Standards for Mathematics (Revised 2017) To access the standards, click on the image to the left.

Ohio’s Learning Standards for Mathematics include critical areas for instruction in the introduction to each grade, kindergarten through grade 8. The critical areas are designed to bring focus to the standards at each grade by describing the big ideas that educators can use to build their curriculum and to guide instruction. The grade-level introductions include at least two and no more than five critical areas for each grade. This document fits the grade-level clusters and standards under the Critical Areas of Focus for the same grade.

K-8 Algebra 2

Algebra I Statistics & Probability

Geometry Advanced Quantitative Reasoning

Math I Data Science Foundations

The EngageNY curriculum resources will be moving to the New York State Education Department's Curriculum and Instruction website in March 2022. To access the assessment resources, click on the image to the left. You will need to click on the specific content area under that Mathematics section to access the assessment items by year. For each assessment, you will also be able to access the scoring key and rating guide.

Note: All ELA and mathematics curriculum files will be available at this new location and will remain free and licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA) license

(link is external).

Additional resources from EngageNY, including videos and professional development materials, will also be made available on the Curriculum and Instruction website. The EngageNY website will no longer be available for use after March 30, 2022.

This document serves as a companion document to the learning standards; it does not replace them. Curriculum leaders and teachers can use this document to better understand the standards and to analyze where their curriculum fits within the progression of learning for their students. The following examples are ways to use this document for professional learning communities and curriculum development. To access the learning progressions, click on the image to the left.

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem-solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently, and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

Standards for Mathematical Practice

Standards for Mathematical Practice Progressions

Standards for Mathematical Practice Rubric

Modeling and reasoning are two of the eight Standards for Mathematical Practice within Ohio’s Learning Standards. The Mathematical Practices describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students. They describe ways in which students engage in the subject matter to develop mathematical thinking by balancing procedures with understanding. The Mathematical Practices provide expected points of intersection between the mathematical content standards for students as they grow in maturity and expertise throughout elementary, middle, and high school.

Below you will find links to resources that provide considerations for creating the environment for Mathematical Modeling and Reasoning, as well as, instructional strategies, and real-world context examples.

NCTM Focus in High School Mathematics: Reasoning & Sense-Making

NCTM Reasoning & Sense-Making Lessons:

Areas of Focus:

• Task Design: What is the task asking students to do (see Task Purpose, Task Overview, Focus on Reasoning and Sense Making, Focus on Mathematical Content, Materials and Technology, Assessment, and the Student Activity sheet)

• Teaching Design: How teachers might facilitate reasoning and sense-making (see Use in the Classroom)

• Student Engagement: What students might actually do in the classroom (see Focus on Student Thinking)

As The Crow Flies Bank Shot Tidal Waves

Cash or Gas Fuel for Thought

Horseshoes in Flight Over the Hill

Stuck in Traffic Taking A Spin

Video Resources:

• Keeping Assessment Relevant and Authentic

• Applying Math Skills To A Real-World Problem

Edutopia Article - A Game-Based Approach To Test Prep

Common Sense Education - 10 Best Math Tools for High School

Algebra & Beyond Blog - Algebra & Beyond

Padlet -Math Resources

Padlet - Math Resources & Tools for Teaching Online

In order to completely align standards and assessments, it requires an assessment system designed to measure in some way the full range of cognitive complexity within each specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items. Below you will find the link to the cognitive rigor matrix for Math & Science.

Cognitive Rigor Matrix - Math & Science

Support Materials for Core Content for Assessment

Cognitive demand represents the type of thinking or the level/depth of complexity of thought expected. Below you will find the link to the Cognitive Demand Categories for Mathematics.

Cognitive Demand Categories for Mathematics

This website showcases research-based teaching methods, mathematics tasks, videos, and ideas on how to bring about high levels of student engagement.

To access the instructional tasks, videos, courses, resources, and materials, click on the image to the left.