MathematicsInformation regarding mathematics guidance, instruction, assessment and accountability, and organizations and partnerships in California, as well as information for families and students.
Distance Learning and COVID-19 Mathematics Resources
Guidance and resources for teachers and families in K–12 schools regarding high quality distance learning (Content Resources tab)
Information and guidelines for implementing and improving mathematics programs including content standards and framework, curriculum, materials, and mathematics-related legislation.
Algebra I/Mathematics I Graduation Requirements
Algebra I/Mathematics I Graduation Requirements
Frequently asked questions for Algebra 1 graduation requirements, including information regarding implementation of the Mathematics Placement Policy pursuant to Education Code (EC) Section 51224.7 during the stay-at-home order.
California EC Section 51225.3 states that all pupils receiving a diploma of graduation from a California high school must have completed all of the following courses, while in grades nine to twelve, inclusive:
- Unless otherwise specified, each course shall have a duration of one school year:
- Three courses in English.
- Two courses in mathematics. One or a combination of these courses must meet or exceed the rigor of the content standards of Algebra I or Mathematics I.
- Two courses in science, including biological and physical sciences.
- Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics.
- One course in visual or performing arts, world language, or commencing with the 2012–13 school year, career technical education. For the purpose of satisfying the minimum course requirement, a course in American Sign Language shall be deemed a course in world language.
- Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of EC Section 51241.
- Other coursework adopted by the local governing board of the LEA.
Information regarding A-G courses can be found on the University of California (UC) website. If a district is moving to an integrated pathway, UC Office of the President recommends that districts do NOT remove traditional courses that have been A-G approved UNTIL the new integrated courses have been approved for A-G status. The same is true for existing integrated mathematics courses—if districts are proposing revised integrated mathematics courses based on the CCSSM, they should not remove their existing integrated mathematics courses until the new ones have been A-G approved.
Content Standards and Framework
- Adopted by the State Board of Education (SBE).
- Defines the knowledge, concepts, and skills students should acquire at grade or course level.
- Appendix A (PDF) organizes the Standards for Mathematical Content into model pathways to college and career readiness and lays out model high school mathematics courses.
Mathematics Framework (2013)
Frameworks are developed by the Instructional Quality Commission (IQC), formerly known as the Curriculum Development and Supplemental Materials Commission. The California SBE adopted the Mathematics Framework on November 6, 2013. This revised Mathematics Framework supports the California Common Core State Standards (CCSS) for (CSSSM) Mathematics. The Executive Summary of the Mathematics Framework highlights essential information and guidance in the Mathematics Framework and is intended to introduce the reader to the wealth of information and support for teachers, administrators, and parents/guardians it provides.
Digital Learning Integration and Standards Guidance (2021)
Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus. Section 121 of Senate Bill (SB) 98, Education Finance: Education Omnibus Budget Trailer Bill (Chapter 24, Statutes of 2020) called for the development of draft distance learning curriculum and instructional guidance for mathematics, English language arts, and English language development and was adopted by the State Board of Education at their meeting on May 12–13, 2021.
SBE Mathematics Programs
Assembly Bill 1246 (Chapter 668 of the Statues of 2012), signed on September 27, 2012, authorized the SBE to conduct a primary adoption of kindergarten through grade eight instructional materials in mathematics aligned to the CCSS.
AB 1246 (Brownley): Instructional Materials authorizes the adoption of instructional materials for mathematics aligned to the CCSS by 2014 and provides districts flexibility in the selection of instructional materials.
AB 484 (Bonilla): Pupil Assessments: Measurement of Academic Performance and Progress (MAPP) was signed into law on October 2, 2013. It establishes California’s new student assessment system, now known as the California Assessment of Student Performance and Progress (CAASPP).Senate Bill 359 (Mitchell, Beall, and Hancock): California Mathematics Placement Act of 2015 requires the governing boards or bodies of local educational agencies (LEAs) that serve pupils entering grade nine and that have not already done so to adopt “a fair, objective, and transparent mathematics placement policy” before the beginning of the 2016–17 school year. (LEAs are defined as county offices of education, school districts, state special schools, and charter schools.) The mathematics placement policy must be adopted in a regularly scheduled public meeting.
Information and sites with resources, informative and classroom-based, relating to mathematics education, and transitioning to the Common Core State Standards-Mathematics (CCSSM).
Common Core State Standards (CCSS)
CDE and the CCSS
The CDE’s web page regarding the CCSS, including, but not limited to, the Implementation Plan for California, Equity Quality Professional Learning Standard Story, and resources from the CaCCSS-M Task Force.
2014 Mathematics Adoption
Programs adopted by the State Board of Education on January 15, 2014. Information is organized by the three program types: Basic Grade-Level, Algebra 1, and Mathematics 1.
CDE Quality Professional Learning Standards (QPLS) and Professional Learning (PL) Stories
The QPLS present the elements of a quality PL system that, if well implemented, will benefit educators focused on increasing their professional capacity and performance. See the QPLS in action through PL Stories, including one focused on mathematics and equity.
CDE’s Online Professional Learning Community
The CDE’s online professional learning community for educators throughout the state.
Recommended Literature List
This searchable list of books supports students, teachers, and parents in finding books that will engage readers of varying skill levels in history-social science, mathematics, science, visual and performing arts, as well as general literature.
Mathematics, Science, and Computer Science
Resources and information in regards to the implementation and professional learning of mathematics, science, and computer science.
External ResourcesCollection of External Resources
This searchable list of resources to support the implementation and assessment of California Mathematics State Standards.
Assessment & Accountability
Information regarding the CAASPP.
CAASPP, California’s statewide student assessment system, was established on January 1, 2014.
Smarter Balanced Assessment System web page provides the latest information about the new generation of mathematics and English language arts/literacy (ELA) assessments.
Smarter Balanced Assessment System
Summative Assessments are comprehensive, end-of-year assessments for mathematics and ELA that are aligned with the CSSS for mathematics and ELA and measure progress toward college and career readiness. The tests capitalize on the strengths of computer adaptive testing—efficient and precise measurement across the full range of achievement and the timely turnaround of results.
Interim Assessments are designed to support teaching and learning throughout the year.
Smarter Balanced Tools for Teachers includes formative assessment tools, supported by professional learning and instructional resources.
Sample items and performance tasks illustrate the rigor and complexity of the mathematics items and performance tasks that students will encounter on the Consortium’s next-generation assessments.
Achievement Level Descriptors (ALDs) are the Smarter Balanced Score description of performance levels for Mathematics and ELA.
Summative Test Blueprints describe the content of the mathematics and ELA summative assessments for grades three through eight and high school, as well as how that content will be assessed. Developed with broad input from member states, partners, and stakeholders, the summative test blueprints reflect the depth and breadth of the performance expectations of the CCSS.
Minimum Technological System Requirements are necessary due to the variety of test item types included in computer adaptive testing, which the Smarter Balanced assessment system uses.
Related LinksInformation is also available regarding the Smarter Balanced Assessment System.
Organizations at the state and national level that inform mathematics education and provides resources.
CDE’s Online Professional Learning Community (Supports Local Control and Accountability Plan Priorities 2, 4, 5)
The CDE’s online professional learning community for educators throughout the state.
California Mathematics Council (CMC)
A nonprofit professional organization, the CMC believes that all students have the capacity to become mathematically competent and confident when provided a rigorous and challenging mathematical program supported by high expectations.
California Mathematics Project (CMP)
As part of the University of California's Subject Matter Projects, the CMP is a kindergarten through grade sixteen network dedicated to providing students a rich, rigorous, and coherent mathematics curriculum taught by competent and confident mathematics teachers who foster all students’ proficiency in mathematics—achieving equity in quality.
Curriculum and Instruction Steering Committee (CISC) of the California County Superintendents Educational Services Association (CCSESA)
A committee of CCSESA that initiates collaborative leadership to ensure programs, practices, and services that support success for all students.
California Mathematics and Science Partnership (CaMSP)
The grant program is dedicated to increasing the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers in mathematics and science. The CaMSP sunset in 2017.
National Council of Teachers of Mathematics (NCTM)
A professional organization that supports teachers to ensure equitable mathematics learning of the highest quality for all students through broad national leadership in matters related to mathematics education.
National Council of Supervisors of Mathematics (NCSM)
A leadership organization that provides opportunities to support mathematics education leadership and to sustain improved student achievement.
Association of State Supervisors of Mathematics (ASSM)
A national group comprised completely of members who are or have served as a state or provincial supervisor of mathematics who also provide Position Statements on a variety of mathematics topics.
TODOS: Mathematics for ALL: Excellence and Equity in Mathematics
An international professional organization that advocates for equity and excellence in mathematics education for ALL students – in particular, Latina/o students. TODOS advances educators’ knowledge, develops and supports education leaders, generates and disseminates knowledge, informs the public, influences educational policies, and informs families about education policies and learning strategies.
Conference Board of the Mathematical Sciences (CBMS)
An umbrella organization consisting of 18 professional societies, all of which have as one of their primary objectives, the increase or diffusion of knowledge in one or more of the mathematical sciences. Its purpose is to promote understanding and cooperation among these national organizations so that they work together and support each other in their efforts to promote research, improve education, and expand the uses of mathematics.
Mathematical Association of America (MAA)
A professional organization that focuses on mathematics at the undergraduate level.
Math and Science Partnership Network (MSPnet)
An electronic learning community for the Math and Science Partnership Program that partners institutions of higher education with kindergarten through grade twelve districts and others to improve student performance in mathematics and science.
American Mathematical Society
A professional organization founded to further the interests of mathematical research and scholarship, including careers centered on mathematics.
The Benjamin Banneker Association, Inc.
A national non-profit organization and partner affiliate with the NCTM, dedicated to mathematics education advocacy, establishing a presence for leadership, and professional development to support teachers in leveling the playing field for mathematics learning of the highest quality for African–American students.
Families & Students
Information and resources for parents and guardians that explain mathematics instruction used today and provide suggestions for supporting their child’s academic success.
- CCSSM (Common Core State Standards for Mathematics), Publication Version with February 2014 Corrections (PDF)
These are the state-adopted standards for what students should know and be able to do, understand, and apply by each grade level and higher math course. In this document you will also find introductory information about the standards.
- Executive Summary Mathematics Framework
The executive summary highlights essential information and guidance in the Mathematics Framework and is intended to introduce the reader to the wealth of information and support for teachers, administrators, and parents/guardians.
Frameworks provide guidelines to schools and districts for implementing the state-adopted standards. The Mathematics Framework was adopted by the California SBE on November 6, 2013. Although the audience for the framework is teachers and administrators, parents and guardians may still find the grade-level chapters useful for learning more about what CCSS-aligned instruction should look like.