The Common Core recommends a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics. The NCTM standards for students in mathematics are based on the following ten standards; the content standards (Number and Operations, Algebra, Geometry, Measurement, Data Analysis and Probability); and the process standards (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). The five content standards are organized by grade bands and cover specific expectations. The five process standards described and explains what each standards look like and the teacher’s responsibility of making sure students attain it.
The CCSS math standards are formatted in eleven domain (Counting & Cardinality, Operations & Algebraic Thinking, and Number & Operations in Base Ten, Number & Operations-Fractions, Measurement & Data, Geometry, Ratios & Proportional Relationships, The number System, Expressions & Equations, Functions, and Statistics & Probability) which provides clarity and specificity rather than broad general
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Both sets of standards expect students to learn similar amounts of content in each grade level, and the National Standards builds on the original standards first developed by the NCTM in 1989 by expressing clear and realistic priorities for student learning in kindergarten through grade 8. The CCSS were designed to be similarly focused, although they extend through the end of high school. Both make clear that curricula should be focused on a tightly defined set of content and skills each year in order for students to build a strong foundational understanding of mathematics before they begin high school