# Minnesota's mathematics standards

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### Transcript of Minnesota's mathematics standards

Strand

Minnesota K-12 Academic Standards in Mathematics

Minnesota

Academic Standards

Mathematics K-12

2007 version

This official standards document contains the mathematics standards revised in 2007 and put into rule effective September 22, 2008.

The Minnesota Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students in Minnesota. This document is grounded in the belief that all students can and should be mathematically proficient. All students should learn important mathematical concepts, skills, and relationships with understanding. The standards and benchmarks presented here describe a connected body of mathematical knowledge that is acquired through the processes of problem solving, reasoning and proof, communication, connections, and representation. The standards are placed at the grade level where mastery is expected with the recognition that intentional experiences at earlier grades are required to facilitate learning and mastery for other grade levels. The Minnesota Academic Standards in Mathematics are organized by grade level into four

content strands: 1) Number and Operation, 2) Algebra, 3) Geometry and Measurement, and 4) Data Analysis and Probability. Each strand has one or more standards, and the benchmarks for each standard are designated by a code. In reading the coding, please note that for 3.1.3.2, the first 3 refers to the third grade, the 1 refers to the Number and Operation strand, the next 3 refers to the third standard for that strand, and the 2 refers to the second benchmark for that standard.

StrandStandardNo.Benchmark

3Number & OperationUnderstand meanings and uses of fractions in real-world and mathematical situations. 3.1.3.1Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. For example: Parts of a shape (3/4 of a pie), parts of a set (3 out of 4 people), and measurements (3/4 of an inch).

3.1.3.2Understand that the size of a fractional part is relative to the size of the whole. For example: One-half of a small pizza is smaller than one-half of a large pizza, but both represent one-half.

3.1.3.3Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator.

Please refer to the Frequently Asked Questions document for the Academic Standards for Mathematics for further information. This FAQ document can be found under Academic Standards on the Website for the Minnesota Department of Education at http://education.state.mn.us. StrandStandardNo.Benchmark

KNumber & OperationUnderstand the relationship between quantities and whole numbers up to 31. K.1.1.1Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence.

For example: Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.

K.1.1.2Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. For example: Represent the number of students taking hot lunch with tally marks.

K.1.1.3Count, with and without objects, forward and backward to at least 20.

K.1.1.4Find a number that is 1 more or 1 less than a given number.

K.1.1.5Compare and order whole numbers, with and without objects, from 0 to 20. For example: Put the number cards 7, 3, 19 and 12 in numerical order.

Use objects and pictures to represent situations involving combining and separating.K.1.2.1Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.

K.1.2.2Compose and decompose numbers up to 10 with objects and pictures. For example: A group of 7 objects can be decomposed as 5 and 2 objects, or 2 and 3 and 2, or 6 and 1.

AlgebraRecognize, create, complete, and extend patterns.K.2.1.1Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ,,.

Geometry & MeasurementRecognize and sort basic two- and three-dimensional shapes; use them to model real-world objects.K.3.1.1Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres.

K.3.1.2Sort objects using characteristics such as shape, size, color and thickness.

K.3.1.3Use basic shapes and spatial reasoning to model objects in the real-world. For example: A cylinder can be used to model a can of soup. Another example: Find as many rectangles as you can in your classroom. Record the rectangles you found by making drawings.

KGeometry & MeasurementCompare and order objects according to location and measurable attributes.K.3.2.1Use words to compare objects according to length, size, weight and position. For example: Use same, lighter, longer, above, between and next to. Another example: Identify objects that are near your desk and objects that are in front of it. Explain why there may be some objects in both groups.

K.3.2.2Order 2 or 3 objects using measurable attributes, such as length and weight.

1Number & OperationCount, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones.1.1.1.1Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. For example: Recognize the numbers 21 to 29 as 2 tens and a particular number of ones.

1.1.1.2Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.

1.1.1.3Count, with and without objects, forward and backward from any given number up to 120.

1.1.1.4Find a number that is 10 more or 10 less than a given number. For example: Using a hundred grid, find the number that is 10 more than 27.

1.1.1.5Compare and order whole numbers up to 120.

1.1.1.6Use words to describe the relative size of numbers. For example: Use the words equal to, not equal to, more than, less than, fewer than, is about, and is nearly to describe numbers.

1.1.1.7Use counting and comparison skills to create and analyze bar graphs and tally charts. For example: Make a bar graph of students' birthday months and count to compare the number in each month.

Number & OperationUse a variety of models and strategies to solve addition and subtraction problems in real-world and mathematical contexts. 1.1.2.1Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations.

1.1.2.2Compose and decompose numbers up to 12 with an emphasis on making ten. For example: Given 3 blocks, 7 more blocks are needed to make 10.

1.1.2.3Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.

AlgebraRecognize and create patterns; use rules to describe patterns.1.2.1.1Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. For example: Describe rules that can be used to extend the pattern 2, 4, 6, 8, , , and complete the pattern 33, 43, , 63, , 83 or 20, , , 17.

1AlgebraUse number sentences involving addition and subtraction basic facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.1.2.2.1Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. For example: One way to represent the number of toys that a child has left after giving away 4 of 6 toys is to begin with a stack of 6 connecting cubes and then break off 4 cubes.

1.2.2.2Determine if equations involving addition and subtraction are true. For example: Determine if the following number sentences are true or false 7 = 7

7 = 8 1

5 + 2 = 2 + 5

4 + 1 = 5 + 2.

1.2.2.3Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as:

2 + 4 = 3 + = 7

5 = 3.

1.2.2.4Use addition or subtraction basic facts to represent a given problem situation using a number sentence. For example: 5 + 3 = 8 could be used to represent a situation in which 5 red balloons are combined with 3 blue balloons to make 8 total balloons.

Geometry & Measurement

Describe characteristics of basic shapes. Use basic shapes to compose and decompose other objects in various contexts.1.3.1.1Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. For example: Triangles have three sides and cubes have eight vertices (corners).

1.3.1.2Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. For example: Decompose a regular hexagon into 6 equilateral triangles; build prisms by stacking layers of cubes; compose an i

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