Standards alignment

Summary

Practised skills are mapped to Common Core State Standards for Mathematics codes. The report describes practice coverage of the listed standards, not a formal assessment. The progress report shows each practised skill with its descriptor, its CCSS code, the number of attempts, the number correct, and a level band.

This page explains how that mapping is built, what the bands mean numerically, and where the claim stops.

What is mapped

Mathroom's question generator works from internal concept tags: a catalogue of specific mathematical skills. Each concept tag carries an authored mapping to:

• the closest primary CCSS code for that skill
• a plain language descriptor written for parents and teachers rather than lifted from the standard's own text

Where a concept spans more than one standard, the mapping records the primary one. It does not attempt to list every standard a skill might touch.

All nine grade selections carry concept to standard mappings. Choose the learner’s current grade, 1 through 9, to practice math from the previous school year. Grade 1 practices kindergarten math.

The seven topic areas

Within every track, practice is organised into a Review starting point plus seven topic areas. These are stable navigation identities across all tracks: the concepts and representations inside them change with the grade.

1. Rational numbers and number operations
2. Ratios and proportional reasoning
3. Percents
4. Equations and expressions
5. Geometry and measurement
6. Statistics and probability
7. Word problems and applied reasoning

A topic number is a navigation identity, not a claim that every grade receives the same problem. Grade 1's number work and Grade 8's number work share a lane, not a difficulty.

Example mappings

Examples from the same current mapping used in the report:

Descriptors are Mathroom's own wording. They are not presented as verbatim standards text.

Coverage by grade selection

These are mapped skill rows, not a count of distinct standard codes. A skill can appear in more than one grade selection.

How to read the report

The progress report presents two different measures, and they answer different questions.

Topics show a numerical 0 to 100% mastery value. Skills and standards show bands: Not started, Emerging, Developing, Mastered.

Each topic also shows problems tried and correct. Each practised skill shows its CCSS code, attempts and correct answers.

What the bands mean, numerically. The bands come from the learning model's confidence estimate for that skill:

The raw confidence value is not printed as a percentage; the band is the reported form.

One design decision worth knowing. Assisted answers do not enter the qualifying evidence these bands are calculated from while still earning ordinary answer rewards. Ordinary main-room answer currency and XP for owned companions remain available when using Show Steps. Assistance does not award an unearned first-attempt streak bonus, and an assisted boss answer costs no shield. When a learner opens the worked steps, that round becomes practice rather than assessment. Help is unlimited and never penalised. It does not feed the record. A learner cannot raise a band by asking for more help.

How the mapping is exercised

The mapping is typed against the concept tag catalogue, so a concept cannot be mapped to a code that does not exist in the catalogue, and the active skills used by each grade are checked against its published mapping.

The repository contains a sampling test that generates questions across every track, each of the seven topic areas, and three difficulty levels, with multiple samples per combination, checking that generated questions carry valid concept tags with resolvable standard mappings.

This describes the test's structure rather than reporting a result, because a passing test on a given day is not the same claim as continuous correctness.

Why practice comes from the previous school year

Choose the learner’s current grade, 1 through 9, to practice math from the previous school year. Grade 1 practices kindergarten math. The selected grade means the learner's current school grade. The practice curriculum is deliberately familiar material, with kindergarten as its earliest point.

Levels 1 through 7 stay within that prior year. Level 0 reviews one year earlier again; first graders start with small-number kindergarten foundations. Earlier prerequisite skills can also appear within those boundaries.

Scheduled review returns to familiar topics at one, three, seven and twenty one day intervals. This is practice inside a game, not a placement test or an official school result.

What is not claimed

Being specific about the limits is what makes the rest of this page usable.

No framework edition or adoption date. The mapping records CCSS codes. It does not record which edition, revision, or state adaptation those codes are drawn from, so no edition is claimed here. Do not read a state specific alignment into the codes.

No claim of complete curriculum coverage. Mathroom maps the standards it practises. It does not claim to cover every standard in a grade's full CCSS curriculum, and it should not be treated as a complete scope and sequence for any grade.

Not an assessment. The report summarises practice evidence. It is not a grade, a diagnosis, or a placement recommendation. The report describes practice coverage of the listed standards and carries a printed footnote saying so.

Not a substitute for your own judgement. A band is a summary of practice inside a game. Use it to choose what to work on next, not to decide what a learner knows.

Not independently verified against official standards text. The mappings record a closest primary code and a plain language descriptor written by us. Whether each mapping is substantively correct against the official published text of that standard has not been checked by an outside reviewer, and we do not claim it has. The complete table is published below precisely so that you can make that judgement yourself.

If the alignment doesn't fit your curriculum

Tell us. If a mapping looks wrong, if a code is a poor fit for the skill as practised, or if your scope and sequence needs something Mathroom doesn't currently practise, email hello@mathroom.fun.

A teacher who reads a mapping closely enough to disagree with it is exactly the person whose feedback improves it.

The complete mapping

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