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.
 Minnesota K-12 Academic Standards in Mathematics

Strand Standard No. Benchmark

Use words to compare objects according to length, size,
Compare and weight and position.
order objects
K.3.2.1 For example: Use same, lighter, longer, above, between and next to.
Geometry & according to
K
Measurement location and Another example: Identify objects that are near your desk and objects that
measurable are in front of it. Explain why there may be some objects in both groups.
attributes. Order 2 or 3 objects using measurable attributes, such as
K.3.2.2
length and weight.
Use place value to describe whole numbers between 10 and
100 in terms of tens and ones.
1.1.1.1
For example: Recognize the numbers 21 to 29 as 2 tens and a particular
number of ones.
Read, write and represent whole numbers up to 120.
Representations may include numerals, addition and
1.1.1.2
subtraction, pictures, tally marks, number lines and
manipulatives, such as bundles of sticks and base 10 blocks.
Count, compare Count, with and without objects, forward and backward from
and represent 1.1.1.3
any given number up to 120.
whole numbers up
Number & Find a number that is 10 more or 10 less than a given number.
to 120, with an
Operation 1.1.1.4
emphasis on For example: Using a hundred grid, find the number that is 10 more than
groups of tens and 27.
ones. 1.1.1.5 Compare and order whole numbers up to 120.
Use words to describe the relative size of numbers.
1.1.1.6
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 Use counting and comparison skills to create and analyze bar
graphs and tally charts.
1.1.1.7
For example: Make a bar graph of students' birthday months and count to
compare the number in each month.

Use a variety of Use words, pictures, objects, length-based models

models and (connecting cubes), numerals and number lines to model and
1.1.2.1
strategies to solve solve addition and subtraction problems in part-part-total,
addition and adding to, taking away from and comparing situations.
Number & Compose and decompose numbers up to 12 with an emphasis
subtraction
Operation
problems in real- 1.1.2.2 on making ten.
world and For example: Given 3 blocks, 7 more blocks are needed to make 10.
mathematical
Recognize the relationship between counting and addition and
contexts. 1.1.2.3
subtraction. Skip count by 2s, 5s, and 10s.
Create simple patterns using objects, pictures, numbers and
Recognize and rules. Identify possible rules to complete or extend patterns.
create patterns; Patterns may be repeating, growing or shrinking. Calculators
Algebra 1.2.1.1 can be used to create and explore patterns.
use rules to
describe 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.

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 Minnesota K-12 Academic Standards in Mathematics

Strand Standard No. Benchmark

Represent real-world situations involving addition and
subtraction basic facts, using objects and number sentences.
1.2.2.1
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.
Determine if equations involving addition and subtraction are
Use number true.
sentences
involving addition For example: Determine if the following number sentences are true or false
1.2.2.2
and subtraction
7=7
basic facts to 7=81
represent and 5+2=2+5
Algebra solve real-world 4 + 1 = 5 + 2.
and mathematical Use number sense and models of addition and subtraction,
problems; create such as objects and number lines, to identify the missing
real-world number in an equation such as:
situations 1.2.2.3
corresponding to 2+4=!
number sentences. 3+!=7
5 = ! 3.
Use addition or subtraction basic facts to represent a given
problem situation using a number sentence.
1.2.2.4
1 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.

Describe characteristics of two- and three-dimensional

objects, such as triangles, squares, rectangles, circles,
1.3.1.1 rectangular prisms, cylinders, cones and spheres.
Describe
characteristics of For example: Triangles have three sides and cubes have eight vertices
(corners).
basic shapes. Use
basic shapes to Compose (combine) and decompose (take apart) two- and
compose and three-dimensional figures such as triangles, squares,
decompose other rectangles, circles, rectangular prisms and cylinders.
objects in various 1.3.1.2 For example: Decompose a regular hexagon into 6 equilateral triangles;
Geometry &
contexts. build prisms by stacking layers of cubes; compose an ice cream cone by
Measurement
combining a cone and half of a sphere.
Another example: Use a drawing program to find shapes that can be made
with a rectangle and a triangle.
Use basic
concepts of
measurement in Measure the length of an object in terms of multiple copies of
real-world and another object.
1.3.2.1
mathematical For example: Measure a table by placing paper clips end-to-end and
situations counting.
involving length,
time and money.

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 Minnesota K-12 Academic Standards in Mathematics

Strand Standard No. Benchmark

Use basic
concepts of 1.3.2.2 Tell time to the hour and half-hour.
measurement in
Geometry & real-world and
1
Measurement mathematical
Identify pennies, nickels and dimes; find the value of a group
situations 1.3.2.3
of these coins, up to one dollar.
involving length,
time and money.
Read, write and represent whole numbers up to 1000.
Representations may include numerals, addition, subtraction,
2.1.1.1
multiplication, words, pictures, tally marks, number lines and
manipulatives, such as bundles of sticks and base 10 blocks.
Use place value to describe whole numbers between 10 and
1000 in terms of hundreds, tens and ones. Know that 100 is
2.1.1.2 10 tens, and 1000 is 10 hundreds.
Compare and For example: Writing 853 is a shorter way of writing
represent whole 8 hundreds + 5 tens + 3 ones.
numbers up to Find 10 more or 10 less than a given three-digit number. Find
1000 with an 100 more or 100 less than a given three-digit number.
emphasis on place 2.1.1.3
value and For example: Find the number that is 10 less than 382 and the number that
equality. is 100 more than 382.
Round numbers up to the nearest 10 and 100 and round
numbers down to the nearest 10 and 100.
Number &
2 2.1.1.4
Operation For example: If there are 17 students in the class and granola bars come 10
to a box, you need to buy 20 bars (2 boxes) in order to have enough bars for
everyone.

2.1.1.5 Compare and order whole numbers up to 1000.

Use strategies to generate addition and subtraction facts

Demonstrate including making tens, fact families, doubles plus or minus
mastery of one, counting on, counting back, and the commutative and
addition and associative properties. Use the relationship between addition
subtraction basic 2.1.2.1 and subtraction to generate basic facts.
facts; add and
subtract one- and For example: Use the associative property to make tens when adding
two-digit numbers 5 + 8 = (3 + 2) + 8 = 3 + (2 + 8) = 3 + 10 = 13.
in real-world and
mathematical Demonstrate fluency with basic addition facts and related
2.1.2.2
problems. subtraction facts.

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