At the present time, state mandated testing is solely in mathematics and reading, so it behooves schools to provide the best mathematics curriculum. Adults who are deficient in numeracy face difficulties in the societal arena. Objectives in mathematics need to be carefully selected by the teacher. Three categories of objectives should be stressed: knowledge, skills, and attitudes. This paper discusses the following four sources of objectives for student achievement: those in the manual section of a carefully chosen basal textbook; those which a state mandates for learner achievement; those cited by the National Council of Teachers of Mathematics (NCTM, 1989); and those defined by the learners themselves. The paper suggests various ways to involve students in determining the mathematics curriculum. It discusses key ideas which students need to achieve in a developmental mathematics curriculum, as well as key ideas for teachers to use in teaching. The paper also suggests the use of teaching aids, which have been made by teachers for their use. It lists five ways for teachers to assess student progress in mathematics. (NKA)