| Mathematics
The Nebraska K-12 Mathematics Standards are intended to reflect what students should know and be able to do by the end of grades 1, 4, 8, and 12. In addition to identifying grade-level specific standards, the content standards are further divided into six topic strands: Numeration/Number Sense; Computation/Estimation; Measurement; Geometry/Spatial Concepts; Data Analysis, Probability, and Statistical Concepts; and Algebraic Concepts. Topic strands are identified to help organize the standards. They should not to be confused with secondary course titles.
The Nebraska K-12 Mathematics Standards document is not a curriculum guide, defining what is taught at each grade level or prescribing how content should be taught. Standards are to guide local school districts and communities as they work together to set high expectations for ALL students and plan instruction that enables students to meet those expectations. ALL students must be equipped with the skills and knowledge that will permit them to enter an ever-changing job market. Teachers should relate mathematical concepts to their students' personal lives and help them apply concepts in real-life situations.
The following conceptual threads are assumed to be woven throughout the Mathematics Standards:
Problem Solving - The problem-solving process helps students learn mathematical concepts through clarification, formulation, representation, analysis, and communication. Problems can involve real situations or explore and extend mathematical ideas. To be successful, students must use a variety of methods and tools to do computations, including paper and pencil, mental arithmetic, memorization, estimation, and calculators. Technology should not be a substitute for a student's understanding of the basic facts.
Mathematical Communication - Mathematics is a language used to communicate ideas. Students should be asked to illustrate, demonstrate, describe and report their problem-solving strategies and processes. Students should use the correct concepts, skills, symbols, and vocabulary. Students should have the tools needed to collect, analyze and report data, conduct research, and explore mathematics. Graphing utilities, spreadsheets, calculators, computers, and other forms of technology allow all students to succeed. Technology must be an integral part of teaching and learning.
Mathematical Reasoning - Persuasive arguments, evaluating the arguments of others and estimation skills are important uses of mathematical reasoning used to verify reasonableness of answers.
Mathematical Connections - Using mathematical ideas in other disciplines and real life creates connections that make mathematics useful. Exploring connections helps students build concepts on past experiences.
Algebraic Concepts
The Algebraic Concepts Unit includes Competencies/Objectives which focus on algebraic equations and operations. This unit includes studying number systems, operations, and forms. Students explore the symbolic nature of algebraic concepts by identifying and extending patterns in algebra, by following algebraic procedures, and by proving theorems with properties.
Number Theory
The Number Theory Unit focuses on manipulating number forms and classifications. Students make connections between number forms and their real-world applications.
Numeration
The Numeration Unit focuses on exploring ordinality, identifying and extending number patterns, comparing numbers, and demonstrating number relationships.
Probability/Statistics
The Probability/Statistics Unit focuses on data analysis and probability concepts. This unit includes collecting, analyzing, and making sense of real-world data (including overlapping data, inconclusive data, etc.).
Problem Solving
The Problem Solving Unit focuses on the problem solving effort. This unit includes analyzing problems, evaluating solutions, problem exploration, and strategies.
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