Here is a rough idea of what children are expected to know and be able to do in math at various stages of their school career. The general idea behind Common Core is that there be a national set of standards so that all fourth graders across the nation have been taught or exposed to the same concepts. Thus, a child moving from Arkansas to California will have been taught the same material. The challenge to this idea of a national set of standards, is the fact that every school district and even schools within the same district have autonomy for selecting the curriculum they feel best teaches these standards. That autonomy results in a wide variance of what is taught and how it is taught. Therefore, your school may or may not follow the guidelines below, however, this list can serve as a reference to gauge whether or not your child is at grade level. For specific information about the range of skills and concepts in school mathematics, please visit the Principles and Standards on School Mathematics on the National Council of Teachers of Mathematics Web site.
Pre-school - Kindergarten
During this stage, children should begin to:
count aloud
compute the number of objects in a group
understand that a particular number of objects has a fixed value despite the size or nature of those objects
understand relative size and be able to sort objects by size and shape
follow a sequence of two- and three-step commands
be able to perform simple addition and subtraction computations
Grades One to Three
During this stage, children should:
begin to perform simple addition and subtraction computations efficiently
master basic math facts (such as, 3 + 2 = 5)
recognize and respond accurately to mathematical signs
begin to grasp the concept of multiplication (grade three)
understand the notion of measurement and be able to apply this understanding
improve their concepts of time and money
Grades Four to Seven
During this stage, children should:
recall basic mathematical facts, including multiplication tables, with ease
become competent with fractions, decimals, and percentages
begin to understand the relationships among fractions, decimals, and percentages
develop facility with word problems
be adept at estimating quantities and rounding off numbers
develop basic computer skills
Grades Eight to Twelve
During this stage, children should be able to:
employ an increasingly high level of abstract, symbolic thinking
perceive relationships and make translations among decimals, fractions, and percentages, deal easily with a wide array of equations, formulae, and proofs
explain and illustrate mathematical concepts, rather than simply apply them
plan and self-monitor during multi-step problem solving
use calculators and computers with facility
