• The Clarkstown School District’s mathematics curriculum is an integrated study of: counting & cardinality, operations & algebraic thinking, number systems, measurement and data, geometry, ratio & proportional relationships, expressions & equations, functions and probability and statistics.  The goal of the math curriculum is to foster a conceptual understanding of mathematical fluencies through reasoning, communicating and applying mathematics.

    The foundation of the Clarkstown mathematics curriculum is the Common Core State Standards (CCSS), with supplemental district level standards and resources.   The CCSS in mathematics for Kindergarten through 12th grade illustrate concepts students are expected to demonstrate to meet both proficient and mastery levels in math.  

    The goal of the mathematics curriculum is to provide students with an appreciation of mathematics that will engage them in creative problem solving and thoughtful decision making.  In addition, students will acquire an understanding of the mathematics necessary to function in a world very dependent upon the application of mathematics.

    There are 6 major instructional shifts of the CCSS in K - 12 mathematics:



    Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.


    Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.


    Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

    Deep Understanding

    Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.


    Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

    Dual Intensity

    Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.


    In addition to the 6 mathematical practices, here are the 8 mathematical practices:


    I  can make sense of problems and persevere in solving them.


    I can reason abstractly and quantitatively.


    I can construct arguments and critique the reasonings of others.


    I can model with mathematics.


    I can use appropriate tools strategically.


    I can attend to precision.


    I can look for and make use of structure.


    Look for and express regularity in repeated reasoning