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Iowa Academic Standards for Mathematics

The revised Iowa Academic Standards for Mathematics

approved by the Iowa State Board of Education in April 2024

Read the Standards

DE Mathematics Guidebook

4 Main Components

The Three Shift in Mathematics Instruction
Content Standards
Standards for Mathematical Practice
Effective Teaching Practices

References

Iowa Academic Standards for Mathematics. (2024). In Iowa Department of Education. Iowa Department of Education. https://educate.iowa.gov/media/9845/download?inline=

The Three Shifts in Mathematics Instruction

The Three Shifts in Mathematics Instruction

To completely understand the Iowa Academic Standards for Mathematics, you must first explore the 3 shifts in the mathematics standards: focus, coherence and rigor.

Focus

(“Iowa Academic Standards for Mathematics,” 2024)\

Focus strongly where the standards focus.

The Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom.

We focus deeply on the major work of each grade so that students can gain strong foundations:

conceptual understanding
procedural skill and fluency
apply math to solve real-world problems

Focus looks different in high school. Rather than eliminating topics, we focus on the structure that ties them together.

Coherence

Think across grades and link to major topics within grades

Through coherence, we take advantage of focus to actually pay attention to sense-making in math. Coherence speaks to the idea that math does not consist of a list of isolated topics.

The Standards themselves, including curriculum and instruction, should:

Build new understanding on foundations built in previous years
Begin with conceptual understanding of core content
Recognize that each standard is not a new event, but an extension of previous learning
Set students up for success in high school

Coherence Map

Learning Progression Documents for Math Standards

Graham Fletcher's Progression Videos

Rigor

In major topics, pursue conceptual understanding, procedural skill & fluency, and application with equal intensity.

Rigor doesn't just mean "harder" or "trickier", but a balance of conceptual understanding, procedural skill and fluency, and application in math instruction. All three components need to be addressed for students to be able to reach the depth of learning that is expected at each grade level.

3 leg stool

The Iowa Academic Standards for Mathematics has 1-3 levels of rigor aligned to each standard. See you grade level standards to learn more!

References

Iowa Academic Standards for Mathematics. (2024). In Iowa Department of Education. Iowa Department of Education. https://educate.iowa.gov/media/9845/download?inline=

Content Standards

How to Read the Standards

The content standards in the Iowa Academics Standards for Mathematics are the individual skills and compentencies that students should know and be able to do. At each grade level the content standards consist or the following components:

Domains: Larger groups of related standards that often span multiple grade levels
Clusters: Group of related standards within a domain
Standards: Individual concepts and skills students should know and be able to do
Level of Focus: Provides guidance around instructional time that may be needed for supporting all students to reach proficiency (to learn more see The Three Shifts)
Aspects of Rigor: This identifies which of the 3 aspects of rigor applies to individual standards (to learn more see The Three Shifts)
Standards for Mathematical Practice (SMP Bundle): This identifies which of the 3 SMP Bundles align with individual standards
Taxonomy Codes: Individual alphanumeric identifiers for each standard. Note if standard is unique to Iowa is has been coded with an IA
Conceptual Category (HS ONLY): A coherent view of high school mathematics

References

Iowa Academic Standards for Mathematics. (2024). In Iowa Department of Education. Iowa Department of Education. https://educate.iowa.gov/media/9845/download?inline=

Standards for Mathematical Practice

Additional Resources

References

Iowa Academic Standards for Mathematics. (2024). In Iowa Department of Education. Iowa Department of Education. https://educate.iowa.gov/media/9845/download?inline=

Universal Instruction and Effective Teaching Practices

Resources:

The Power of Student-Centered Curriculums in Mathematics

Steps to Adopting High-Quality Instructional Materials

Curriculum Materials Matter: Evaluating the Evaluation Process

Why Materials Matter

Eight Effective Mathematics Teaching Practices

Learn more about The effective teaching practice

Establish mathematics goals to focus learning	Implement tasks that promote reasoning and problem solving
Build procedural fluency from conceptual understanding	Facilitate meaningful discourse
Pose purposeful questions	Use and Connect Representations
Elicit and use evidence of students thinking	Support productive struggle in learning mathematics

Reference: Principles to Actions : Ensuring Mathematical Success for All. Reston, VA :NCTM, National Council of Teachers of Mathematics, 2014.

Assessment

A balanced assessment system is critical to supporting students’ success in mathematics. A balanced assessment system includes: universal screening, progress monitoring, diagnostic, formative and summative assessments.

Universal Screeners

Universal Screeners Reviewed List
Universal screening assessments are characterized by the administration of quick, low-cost, repeatable testing of age-appropriate skills typically administered to all students three times a year.

This is not meant to be a complete list of screeners available. Keystone neither endorses nor recommends a particular screener.

Questions on Universal Screeners can be directed to Keystone math consultants.

Sarah Sieck (ssieck@keystoneaea.org)
Liz Hill (ehill@keystoneaea.org)

Diagnostic

Diagnostic assessment is a distinct form of measurement, used to evaluate the exact skills a student has and does not have in order to plan for intervention.

Great Prairie AEA Appendix 13B

Numeracy Project

The Numeracy Project is a numeracy development resource that introduces teachers and teacher leaders to the trajectory by which learners acquire a solid foundation in numeracy. This package contains assessments (universal screeners, a diagnostic tool, progress monitoring) and intervention activities.

Keystone offers professional learning and coaching for buildings and teachers around the Numeracy Project.

Contact Keystone math consultants for more information.

Sarah Sieck (ssieck@keystoneaea.org)
Liz Hill (ehill@keystoneaea.org)

Progress Monitoring

AEA Learning Online: Best Practices in Math Progress Monitoring

Participants will be provided an overview of types and purposes of assessments including: screening, diagnostic, summative and progress monitoring. They will gain a deeper understanding of the two types of progress monitoring recommended for mathematics: general outcome measures and curriculum embedded formative assessments.

Learn More

Algebra Progress Monitoring Probes

AAIMS Probes (Algebra Assessment & Instruction Meeting Standards) is a progress Monitoring tools for 4th grade through High School. These probes were developed by Dr. Anne Foegen from Iowa State University.

What are AAIMS Probes:

There are 3 types of probes which are easy to administer in 5-7 minutes. The 3 types are: Algebra Basic Skills, Algebra Foundations, and Algebra Content Analysis.

Contact Keystone math consultant, Liz Hill (ehill@keystoneaea.org) if interested in learning more.

Intervention

What to Teach in Math Intervention

Dr. Karen Karp Presentation

Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (March 2021)

Learn More

Reference:

WWC | Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. (n.d.). https://ies.ed.gov/ncee/wwc/PracticeGuide/26

Intervention Resources

Project AIMS: Tier 2 Intervention Middle School

Using Worked Examples

Learn More

Narrowing the Achievement Gap in Algebra - using a simple instructional technique of having students study examples of problem solutions and explain targeted correct or incorrect steps in the example improves students’ conceptual knowledge without sacrificing procedural skill.

Reference:

https://www.serpinstitute.org/mathematics

Numeracy Project

The Numeracy Project is a free numeracy development resource provided by the Georgia Department of Education and adapted by Heartland AEA, which introduces teachers and teacher leaders to the trajectory by which learners acquire a solid foundation in numeracy. This package contains assessments (universal screeners, diagnostic tool, progress monitoring) and intervention activities.

Why: To assist teachers and school staff with providing appropriate, timely interventions to students who are progressing towards a level of mastery within the Numeracy Project. It is focused on developing students' understanding of numbers, and their ability to use numbers to solve problems.
Who: Created for use with students K-8, however, it can be used for high school students as needed

Contact Keystone AEA math consultants about the Numeracy Project.

Sarah Sieck (ssieck@keystoneaea.org)
Liz Hill (ehill@keystoneaea.org)