Common Core Learning Standards

CCLS Category Sub-Category State Standard
1.G.1 Geometry Reason With Shapes And Their Attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
1.G.2 Geometry Reason With Shapes And Their Attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4
1.G.3 Geometry Reason With Shapes And Their Attributes. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
1.MD.1 Measurement And Data Measure Lengths Indirectly And By Iterating Length Units. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.2 Measurement And Data Measure Lengths Indirectly And By Iterating Length Units. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
1.MD.3 Measurement And Data Tell And Write Time and Money. Tell and write time in hours and half-hours using analog and digital clocks. Recognize and identify coins, their names, and their value.
1.MD.4 Measurement And Data Represent And Interpret Data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
1.NBT.1 Number And Operations In Base Ten Extend The Counting Sequence. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 Number And Operations In Base Ten Understand Place Value. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.2.a Number And Operations In Base Ten Understand Place Value. 10 can be thought of as a bundle of ten ones — called a “ten.” b.

New York State P-12 Common Core Learning Standards

Students in classroom

Downloadable Resources:

Common Core Learning Standards in New York State

The New York State P-12 Common Core Learning Standards (CCLS) are internationally-benchmarked and evidence-based standards. These standards serve as a consistent set of expectations for what students should learn and be able to do, so that we can ensure that every student across New YorkState is on track for college and career readiness. The New York State Education Department (NYSED) will continue to develop educator resources to support the successful implementation of the CCLS in classrooms across New York State over the next several years.

New York State Educator Expectations

In the 2012-13 school year, all teachers in grades Pre-K-8 are implementing CCLS-aligned instruction; all teachers in grades 9-12 should be in the process of implementing CCLS-aligned units and building content capacity.

Background and Context

  • When Were the CCLS Adopted?

    In January 2011, the NYS Board of Regents adopted the NYS P-12 CCLS, which include the Common Core State Standards and a small amount of additional standards uniquely added by New YorkState. The New York State P-12 CCLS were implemented in New York State schools at the beginning of the 2012-2013 school year.

  • Common Core State Standards Background

    The Common Core State Standards were created through a collaborative effort on behalf of the National Governor’s Association Center for Best Practices and the Council of Chief State School Officers. The standards were developed by key stakeholders in the field, including teachers, school administrators, and content experts. The final standards were released in June 2010. They have been adopted by forty-five states across the United States, and three territories.

  • Instructional Shifts Required by the Common Core

    In the summer of 2011, NYSED, in conjunction with Student Achievement Partners, developed 12 instructional shifts from the Common Core that educators should adhere to so that curriculum materials and classroom instruction are aligned with the CCLS. There are six shifts in English Language Arts/Literacy and six shifts in Mathematics, as follows:

Common Core Shifts in ELA/Literacy
Shift 1 Pre-K-5, Balancing Informational & Literary Texts
Shift 2 6-12, Knowledge in the Disciplines
Shift 3 Staircase of Complexity
Shift 4 Text-based Answers
Shift 5 Writing from Sources
Shift 6 Academic Vocabulary

 

Common Core Shifts in Mathematics
Shift 1 Focus
Shift 2 Coherence
Shift 3 Fluency
Shift 4 Deep Understanding
Shift 5 Application
Shift 6 Dual Intensity

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.