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Table of Contents

Unit 2, Activity 4:

2.4.2 Progressions Within and Across Grade Levels

Time 2 Read

The CCSS for mathematics were built on progressions — narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were combined together and then separated into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards.

To continue to develop a deeper understanding of the depth of a domain in one grade level and make connections to how the grade level content standards build upon each other, download the two documents below:

Note: You can print the entire document or download it to annotate your understanding of the new mathematics standards using the symbols below:

+ familiar
! new to me
? I have questions

Read the pages assigned below for your grade span to focus on a mathematical progression for the given domain.

K, Counting and Cardinality; K–5 Operations and Algebraic Thinking

  • K: pages 6–7, 8–11, 20–21, 33–35
  • Grade 1: pages 6–7, 12–17, 20–21, 33–35
  • Grade 2: pages 6–7, 8–11, 20–21, 33–35
  • Grade 3: pages 20–21, 22–28, 33–35
  • Grade 4: pages 20–21, 29–31, 33–35
  • Grade 5: pages 20–21, 32, 33–35
  • Grades 6–8: pages 33–35

6–8 Expressions and Equations

  • Grade 6: pages 2–3, 4–7
  • Grade 7: pages 2–3, 8–10
  • Grade 8: pages 2–3, 11–13

—Source: University of Arizona, Institute for Mathematics and Education External Link

Time 2 Reflect

Consider how the learning progressions develop within and across grade levels. Journal key points from your reading that you want to remember. Guiding questions are provided below to advise your reflection.



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Next Steps

Move to Unit 2: Activity 5: Grade Span Coherence