Math Continuum
 
Organization
 
The Northeast Metro 916 Math continuum, based on Minnesota state academic standards, was created in three parts; emerging math represented in levels 1 through 4, elementary math in levels 5 through 11, and secondary math in levels 12 through 14. The numbers in parentheses next to the level numbers represent the chronological ages at which a benchmark could be expected to be mastered. The elementary portion of the math continuum is based on years of work by teachers at Valley Crossing Community School.
 
The three parts of the continuum were blended to create a continuum of benchmarks that describe what students need to know and be able to do in math from early learning through high school. The document is organized as a continuum by levels in order to reflect that students often acquire skills and understandings out of sequence, and unaligned with age and grade.
 
Rationale
 
The math continuum provides guidance and structure. It helps teachers with the question, What am I responsible for? regarding math instruction and student learning. The scope and sequence of benchmarks describes what students need to know and be able to do. The math continuum is a source of professional information needed to communicate with students and parents, and a tool to provide a common language for teachers across the district and in other districts. This tool provides the big picture of the building blocks of mathematical thinking and competency. The math continuum is designed to provide information needed so that individualized instruction at all levels addresses Minnesota state academic standards.