Mathematics Guidance & Resources

• The Guide for Aligning Local Curricula to the Next Generation Mathematics Learning Standards was designed to support New York State school districts and educators as they implement the New York State Next Generation Mathematics Learning Standards (adopted 2017).

• A Professional Development Toolkit and PowerPoint presentation are available for districts to utilize in conjunction with the Guide for Aligning Local Curricula to support locally held professional development sessions on aligning local mathematics curriculum to the Next Generation Mathematics Learning Standards. 

• The guidance document, Next Generation Mathematics Learning Standards: Suggested Breakdown of Instructional Time, is an optional resource intended to provide support and guidance for districts and teachers; assisting with classroom instructional planning for the implementation of the Next Generation Mathematics Learning Standards (NGMLS).

NYS Next Generation Mathematics Learning Standards for Grades 3-8: Post-Test Standards Designations Applicable to Test Administrations Beginning Spring 2023

In 2015, New York State (NYS) began a process of review and revision of its current mathematics standards adopted in January of 2011. Through numerous phases of public comment, virtual and face-to-face meetings with committees consisting of NYS educators (Special Education, Bilingual Education and English as a New Language teachers), parents, curriculum specialists, school administrators, college professors, and experts in cognitive research, the New York State Next Generation Mathematics Learning Standards (2017) were developed. These revised standards reflect the collaborative efforts and expertise of all constituents involved.

Throughout the process, there were three main principles that guided the thinking of each committee and the final recommendations; two of which have to do with maintaining connections among standards, to every extent practicable. It is important to note that, at every grade level, all other standards were considered for possible designation as post-test, but were not ultimately moved because of these three guiding principles.

• Maintain connections between standards within the grade level. Standards that are so connected that they are likely to be taught in the same instructional unit should be viewed as a group – the whole group is either pre-test or the whole group is post-test.
• Foster connections across grades. Standards that are taught at the end of one grade level (i.e., post-test) should be directly built upon at the beginning of the following year (i.e., pre-test). Because the post-test standards of one grade are tested on the following grade level’s State test, this principle also helps assure students are prepared to answer questions addressing the post-test standards.
• Balance and respect the time needed to teach and learn. Standards take time to teach and learn.  Some more than others. Too many standards being designated as post-test would cause teachers and students to rush through material and not provide the time necessary to teach it and learn it deeply. Too few standards being designated as post-test causes the same crowding and rush during the pre-test period.

 

Post-Test Standards Designations

Grade 3

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
	NY-3.MD.3	None
3.MD.4 measure to ¼ inch & display in line plot	NY-3.MD.4	NY-4.MD.4 display measurement data to 1/8 unit in line plot
3.MD.8 Perimeter	NY-3.MD.8	NY-4.MD.3 apply the area and perimeter formulas
3.G.1 classify polygons by number of sides	NY-3.G.1	NY-4.G.2 name triangles and quadrilaterals based on some properties

 

Grade 4

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
4.NF.5 – 7   decimals	NY-4.NF.5 – 7	NY-5.NBT.1 – 4 place value of whole numbers & decimals   NY-5.NBT.7 decimal operations
4.MD.1 & 2 conversion of measurements	NY-4.MD.1 & 2	NY-5.MD.1 conversion of measurements

 

Grade 5

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
	NY-5.OA.1	NY-6.EE.1 – 4 read, write & evaluate algebraic expressions   NY-6.EE.9 dependent/independent variables
	NY-5.OA.2
5.OA.3 analyze patterns and relationships	NY-5.OA.3
5.G.1 & 2 coordinate graphing in quadrant 1	NY-5.G.1 & 2	NY-6.G.3 coordinate graphing in all 4 quadrants   NY-6.NS.6 & 8 coordinate graphing in all 4 quadrants

 

Grade 6

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
6.SP.1 – 3 statistical variability	NY-6.SP.1 – 3	NY-7.SP.1 box plots, IQR, and outliers   NY-7.SP.3 & 4 comparative inferences
6.SP.4 – 5 summarize & describe distributions	NY-6.SP.4 – 5
	NY-6.SP.6 – 8	NY-7.SP.8 probability of compound events

 

Grade 7

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
7.G.2 draw triangles, given conditions - constructions	NY-7.G.2	NY-8.G.1 – 4 understand congruence and similarity   NY-8.G.6 – 8 understand the Pythagorean Theorem   NY-8.EE.6 similar triangles and slope-intercept form
7.G.3 describe 2D slices of 3D solids	NY-7.G.3
	NY-7.G.4	NY-8.G.9 volume of cylinders, cones, and spheres
7.G.5 use angle properties to solve for unknown angles	NY-7.G.5	NY-8.G.5 angle properties   NY-8.EE.7 solve linear equations in one variable
7.G.6 area, surface area, and volume	NY-7.G.6	NY-8.G.6 understand the Pythagorean Theorem   NY-8.G.9 volume of cylinders, cones, and spheres

 

Grade 8

Current NYS Common Core Learning Post Test Standards	Next Generation Post Test Standards	Direct links in pre-test of the next grade:
8.NS.1 & 2 Irrational numbers   8.EE.2 square and cube roots   8.G.6 – 8 Pythagorean Theorem
	NY-8.EE.3 & 4	AI-N.Q.3 choose level of accuracy appropriate to the context
	NY-8.EE.8	AI-A.REI.6a systems of linear equations in two variables   AI-A.REI.7a systems of one linear and one quadratic equation in two variables