I need a hierarchical report of mathematics topics taught to K-12
school students in the United States.

The information should include topics taught in the Kindergarten
levels (such as counting) and proceed to outline all mathematics
topics for each grade through to graduation.  A "topic" should be as
detailed as that subject matter covered by individual description in
the table of contents of a typical math textbook, and should indicate
what prerequisite topic one must have covered to learn this new topic.

This information should come from a respected source, such as a
federal or state department of education site, or a combination of
these.  The information should be generally applicable to any state
education curriculum.

Each topic should provide a brief description of what it attempts to
teach, and the grade levels in which it is normally taught.

---

Request for Question Clarification by czh-ga on 07 Feb 2005 15:16 PST

Hello ringmaster-ga,

There is a wealth of information available on your topic. The
challenge is to locate websites that organize the information
according to your preferences. Below I?ve listed three sources that
might be suitable for your needs. Please explore each site and let me
know if the type of information offered by these resources is
sufficient. I look forward to your clarification.

~ czh ~

1) Sample math curriculum standards set by a state 
--------------------------------------------------

http://www.ncpublicschools.org/curriculum/
North Carolina Standard Course of Study

http://www.ncpublicschools.org/curriculum/mathematics/standard2003/toc.html
MATHEMATICS STANDARD COURSE STUDY AND GRADE LEVEL COMPETENCIES K-12

http://www.ncpublicschools.org/curriculum/mathematics/standard2003/14grade1.html
Grade 1
Major Concepts/Skills
Concepts/Skills to Maintain
Strands: Number and Operations, Measurement, Geometry, Data Analysis
and Probability, Algebra
5 COMPETENCY GOALS each with several specific Objectives


2) Sample math curriculum defined by an academic research organization
----------------------------------------------------------------------

http://everydaymath.uchicago.edu/about.shtml
University of Chicago School Mathematics Project
Everyday Mathematics Center
Content By Grade Level 

http://everydaymath.uchicago.edu/educators/1stgradecontent.shtml
1st Grade Content

http://everydaymath.uchicago.edu/educators/index.shtml
http://everydaymath.uchicago.edu/educators/samplelessons.shtml
http://everydaymath.uchicago.edu/samplelessons/1st/index.html
1st Grade 
5.9 Dice Sums

3) Sample math curriculum standards from teachers of math
---------------------------------------------------------

http://standards.nctm.org/document/index.htm
National Council of Teachers of Mathematics
Principles and Standards for School Mathematics

---

Clarification of Question by ringmaster-ga on 08 Feb 2005 11:48 PST

These answers are on the right track, but I'm looking for more of a
chronological grouping of topics - first this lesson, then this
lesson, then the next lesson - to accomplish the task of conveying the
curriculum requirements.

As I stated in the original question, those topics as named in the
table of contents of a textbook used to teach the class are
essentially what I'm looking for.

See: http://www.rockingham.k12.va.us/rcps_math/text4.htm

The brevity and "chronological" order of the first and second columns
are as good an example as I can find.  I need this sort of listing for
the full range of K-12.

Note that although the third column (SOL) has more detailed
descriptions of what each topic is about, I really need a brief,
descriptive topic name to go with that description.  In some cases,
the third column is more appropriate because it differentiates the
topic well from another topic, but in most cases, the third column is
too verbose.

The third column - when viewed as the stand-alone SOL - is also not in
a chronological order.  In some cases the SOL topics are retaught at
different difficulty levels throughout the grade/grades.  When
organized as topics, this should be apparent not only by their
position in the outline, but by the topic name.  For example,
Estimation skills are labeled differently throughout the outline I
linked to, but they all refer to the same SOL section.