Official Site of The State of New Jersey
High School Mathematics Course Frameworks and Content Emphases
This webpage lists the 2023 New Jersey Student Learning Standards for Mathematics (NJSLS-M) recommended to comprise the Algebra 1, Geometry, and Algebra 2 courses. It also identifies cluster-level content emphasis — where students and teachers should spend more time, relative to other clusters, in order to meet the expectations of the 2023 NJSLS-M.
In the tables that follow, the numerals in the “Standard Number” column identify the individual content standards recommended to be included in the course in whole or in part. Numerals marked with an asterisk (*) in the “Standard Number” column indicate standards included in two or more high school courses. For more detailed information, see the Limits and Clarifications for Multi-Course Standards guidance document in the Related Resources section.
Some clusters of standards were written to require greater emphasis than others. This varied emphasis is based on the depth of the mathematical ideas in the cluster, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. More time in these particular areas is also necessary for students to meet the Standards for Mathematical Practice. Therefore, not all content in a given grade is emphasized equally in the standards.
To say that some things have greater emphasis is not to say that anything in the Standards can be neglected or omitted in instruction. Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.
Students should spend the majority of their time on the major work of the grade (M). Supporting work (S) and, where appropriate, additional work (A) can engage students in the major work of the grade.
This section lists the 2023 NJSLS-M recommended to comprise the Algebra 1 course. For more detailed information, see the Limits and Clarifications for Multi-Course Standards guidance document in the Related Resources section.
Key: M — Major, S — Supporting Clusters, A — Additional Clusters
Number and Quantity Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Reason quantitatively and use units to solve problems | 1, 2*, 3 | S |
Algebra Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Interpret the structure of expressions | 1 | M |
| B. Write expressions in equivalent forms to solve problems | 3a–b, 3c* | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Create equations that describe numbers or relationships | 1*, 2, 3, 4 | M |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Understand solving equations as a process of reasoning and explain the reasoning | 1* | M |
| B. Solve equations and inequalities in one variable | 3, 4a, 4b* | M |
| C. Solve systems of equations | 6* | A |
| D. Represent and solve equations and inequalities graphically | 10, 11*, 12 | M |
Functions Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Understand the concept of function and use function notation | 1, 2, 3* | M |
| B. Interpret functions that arise in applications in terms of the context | 4*, 5, 6* | M |
| C. Analyze functions using different representations | 7a, 7b*, 7e*, 8a, 9* | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Build a function that models a relationship between two quantities | 1a* | S |
| B. Build new functions from existing functions | 3* | A |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Construct and compare linear and exponential models and solve problems | 1, 2*, 3 | S |
| B. Interpret expressions for functions in terms of the situation they model | 5* | S |
Statistics and Probability Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Summarize, represent, and interpret data on a single count or measurement variable | 1*, 2*, 3* | A |
| B. Summarize, represent, and interpret data on two categorical and quantitative variables | 6a–b*, 6c | S |
| C. Interpret linear models | 7, 8, 9 | M |
This section lists the NJSLS-M recommended to comprise the Algebra 2 course. For more detailed information, see the Limits and Clarifications for Multi-Course Standards guidance document in the Related Resources section.
Key: M — Major, S — Supporting Clusters, A — Additional Clusters
Number and Quantity Conceptual Catgory
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Extend the properties of exponents to rational exponents | 1, 2, 3 | M |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Reason quantitatively and use units to solve problems | 2* | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Perform arithmetic operations with complex numbers | 1, 2 | A |
| B. Use complex numbers in polynomial identities and equations | 7 | A |
Algebra Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Create equations that describe numbers or relationships | 1* | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Interpret the structure of expressions | 2 | M |
| B. Write expressions in equivalent forms to solve problems | 3c* | M |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Perform arithmetic operations on polynomials | 1 | M |
| B. Understand the relationship between zeros and factors of polynomials | 2, 3 | M |
| D. Rewrite rational expressions | 6 | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Understand solving equations as a process of reasoning and explain the reasoning | 1*, 2 | M |
| B. Solve equations and inequalities in one variable | 4b* | S |
| C. Solve systems of equations | 6*, 7 | A |
| D. Represent and solve equations and inequalities graphically | 11* | M |
Functions Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Understand the concept of function and use function notation | 3* | S |
| B. Interpret functions that arise in applications in terms of the context | 4*, 6* | M |
| C. Analyze functions using different representations | 7b*, 7c, 7e*, 8b, 9* | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Build a function that models a relationship between two quantities | 1a*, 1b, 2 | M |
| B. Build new functions from existing functions | 3*, 4a | A |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Construct and compare linear and exponential models and solve problems | 2*, 4 | S |
| B. Interpret expressions for functions in terms of the situation they model | 5* | A |
Statistics and Probability Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Summarize, represent, and interpret data on a single count or measurement variable | 1*, 2*, 3*, 4 | S |
| B. Summarize, represent, and interpret data on two categorical and quantitative variables | 5, 6a–6b* | S |
This section lists the NJSLS-M recommended to comprise the Geometry course.
Key: M — Major, S — Supporting Clusters, A — Additional Clusters
Geometry Conceptual Category
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Experiment with transformations in the plane | 1, 2, 3, 4, 5 | S |
| B. Understand congruence in terms of rigid motions | 6, 7, 8 | M |
| C. Prove geometric theorems | 9, 10, 11 | M |
| D. Make geometric constructions | 12, 13 | S |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Understand similarity in terms of similarity transformations | 1, 2, 3 | M |
| B. Prove theorems involving similarity | 4, 5 | M |
| C. Define trigonometric ratios and solve problems involving right triangles | 6, 7, 8 | M |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Understand and apply theorems about circles | 1, 2, 3 | A |
| B. Find arc lengths and areas of sectors of circles | 5 | A |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Translate between the geometric description and the equation for a conic section | 1 | A |
| B. Use coordinates to prove simple geometric theorems algebraically | 4, 5, 6, 7 | M |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Explain volume formulas and use them to solve problems | 1, 3 | A |
| B. Visualize relationships between two-dimensional and three-dimensional objects | 4 | A |
| Cluster Letter and Heading | Standard Number | Content Emphasis |
|---|---|---|
| A. Apply geometric concepts in modeling situations | 1, 2, 3 | M |
