These data show a focus on the area of number and operations; on average, states devoted 32 percent of their mathematics standards to this area, and all states had at least some standards in this area. Geometry received less emphasis than number in the
These data show a focus on the area of number and operations; on average, states devoted 32 percent of their mathematics standards to this area, and all states had at least some standards in this area. Geometry received less emphasis than number in the early learning standards (18 percent), and measurement accounted for 16 percent of standards in mathematics. In addition, there was much greater overall emphasis on the content standards areas than on the process standards areas (see 