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Copyright © 2002

by the

Virginia Department of Education

P.O. Box 2120

Richmond, Virginia 23218-2120


All rights reserved. Reproduction of materials contained herein for instructional purposes in Virginia classrooms is permitted.


Superintendent of Public Instruction

Jo Lynne DeMary


Deputy Superintendent

M. Kenneth Magill


Assistant Superintendent for Instruction

Patricia I. Wright


Office of Elementary Instructional Services

James S. Heywood, Director

Karen Grass, Mathematics Specialist


Office of Middle Instructional Services

Maureen B. Hijar, Director

Wendy M. Geiger, Mathematics Specialist


Office of Secondary Instructional Services

Linda M. Wallinger, Director

Deborah Kiger Lyman, Mathematics Specialist




The Virginia Department of Education does not unlawfully discriminate on the basis of sex, race, color, religion, handicapping conditions, or national origin in employment or in its educational programs and activities.

The 2002 Mathematics Curriculum Framework can be found in PDF and Microsoft Word file formats on the Virginia Department of Education’s Web site at


Standards of Learning Curriculum Framework


The Mathematics Standards of Learning Curriculum Framework amplifies the Mathematics Standards of Learning and defines the content knowledge, skills, and understandings that are measured by the Standards of Learning tests. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers as they plan their lessons by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the minimum content that all teachers should teach and all students should learn.


School divisions should use the Curriculum Framework as a resource for developing sound curricular and instructional programs. This curriculum framework should not limit the scope of instructional programs. Additional knowledge and skills that can enrich instruction and enhance students’ understanding of the content identified in the Standards of Learning should be included as part of quality learning experiences.


The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves their students. The design of the Standards of Learning assessment program, however, requires that all Virginia school divisions prepare students to demonstrate achievement of the standards for elementary and middle school by the grade levels tested. The high school end-of-course Standards of Learning tests, for which students may earn verified units of credit, are administered in a locally determined sequence.