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DOE A to Z: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z #

**May 1996**

CCCS Home | 1996 CCCS Home | 1996 Curriculum Frameworks

All Students Will Connect Mathematics To Other Learning By Understanding The Interrelationships Of Mathematical Ideas And The Roles That Mathematics And Mathematical Modeling Play In Other Disciplines And In Life

**Descriptive Statement:** Making connections enables students to
see relationships between different topics, and to draw on those relationships
in future study. This applies within mathematics, so that students can
translate readily between fractions and decimals, or between algebra and
geometry; to other content areas, so that students understand how mathematics
is used in the sciences, the social sciences, and the arts; and to the
everyday world, so that students can connect school mathematics to daily
life.

**Cumulative Progress Indicators**

By the end of Grade 4, students:

1. |
View mathematics as an integrated whole rather than as a series of disconnected topics and rules. |

2. |
Relate mathematical procedures to their underlying concepts. |

3. |
Use models, calculators, and other mathematical tools to demonstrate the connections among various equivalent graphical, concrete, and verbal representations of mathematical concepts. |

4. |
Explore problems and describe and confirm results using various representations. |

5. |
Use one mathematical idea to extend understanding of another. |

6. |
Recognize the connections between mathematics and other disciplines, and apply mathematical thinking and problem solving in those areas. |

7. |
Recognize the role of mathematics in their daily lives and in society. |

Building upon knowledge and skills gained in the preceding grades, and demonstrating continued progress in Indicators 1, 2, 3, and 4 above, by the end of Grade 8, students:

8. |
Recognize and apply unifying concepts and processes which are woven throughout mathematics. |

9. |
Use the process of mathematical modeling in mathematics and other disciplines, and demonstrate understanding of its methodology, strengths, and limitations. |

10. |
Apply mathematics in their daily lives and in career-based contexts. |

11. |
Recognize situations in other disciplines in which mathematical models may be applicable, and apply appropriate models, mathematical reasoning, and problem solving to those situations. |

Building upon knowledge and skills gained in the preceding grades, and demonstrating continued progress in Indicators 1, 2, 3, 8, 9, 10 and 11 above, by the end of Grade 12, students:

12. |
Recognize how mathematics responds to the changing needs of society, through the study of the history of mathematics. |

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