Math Progression – K5
Mathematics Missouri Learning Standards*
Note: See Student/Student Resources for Video Lessons by Grade Level Expections.
NUMBER SENSE (K1)
Kindergarten

I can count to 100 by ones and tens.

I can count forward beginning from a given number between 1 and 20.

I can count backward from a given number between 10 and 1

I can read and write numerals and represent a number of objects from 0 to 20.

I can say the number names when counting objects, in the standard order, pairing each object with one and only one number name with one and only object.

I can demonstrate that the last number name refers to a quantity that is one larger than the previous number.

I can recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns.

I can demonstrate that a number can be used to represent “how man” are in a set.

I can compare two or more sets of objects and identify which set is equal to, more than or less than the other.

I can compare two numerals, between 1 and 10, and determine which is more than or less than the other.
1st Grade

I can count to 120, starting at any number less than 120.

I can read and write numerals and represent a number of objects with a written numeral.

I can count backward from a given number between 20 and 1.

I can count by 5s to 100 starting at any multiple of five.
NUMBER SENSE AND OPERATIONS IN BASE TEN (K5)
Kindergarten

I can compose and decompose numbers from 11 to 19 into sets of tens with additional ones.
1st Grade

I can understand that 10 can be thought of as a bundle of 10 ones – called a “ten.”

I can understand twodigit numbers are composed of ten(s) and one(s).

I can compare two twodigit numbers using the symbols >, = or <.

I can count by 10s to 120 starting at any number

I can add within 100.

I can calculate 10 more or 10 less than a given number mentally without having to count.

I can add or subtract a multiple of 10 from another twodigit number, and justify the solution.
2nd Grade

I can understand threedigit numbers are composed of hundreds, tens and ones.

I can understand that 100 can be thought of as 10 tens – called a “hundreds.”

I can count within 1000 by 1s, 10s and 100s starting with any number.

I can read and write numbers to 1000 using number names, baseten numerals and expanded form.

I can compare two threedigit numbers using the symbols >, = or <.

I can demonstrate fluency with addition and subtraction within 100.

I can add up to four twodigit numbers.

I can add or subtract within 1000, and justify the solution.

I can use the relationship between addition and subtraction to solve problems.

I can add or subtract mentally 10 or 100 to or from a given number within 1000.

I can write and solve problems involving addition and subtraction within 100.
3rd Grade

I can round whole numbers to the nearest 10 or 100.

I can read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form.

I can demonstrate fluency with addition and subtraction within 1000.

I can multiply whole numbers by multiples of 10 in the range 1090.
4th Grade

I can round multidigit whole numbers to any place.

I can read, write and identify multidigit whole numbers up to one million using number names, base ten numerals and expanded form.

I can compare two multidigit numbers using the symbols >, = or <. and justify the solution.

I can understand that in a multidigit whole number, a digit represent 10 times what it would represents in the place to its right.

I can demonstrate fluency with addition and subtraction of whole numbers.

I can multiply a whole number of up to four digits by a onedigit whole number and multiply two twodigit numbers, and justify the solution.

I can find whole number quotients and remainders with up to fourdigit dividends and onedigit divisors, and justify the solution.
5th Grade

I can read, write and identity numbers from billions to thousandths using number names, base ten numerals and expanded form.

I can compare two numbers from billions to thousandths using the symbols >, = or <, and justify the solution.

I can understand that in a multidigit number, a digit represents 1/10 times what it would represents in the place to its left.

I can evaluate the value of powers of 10 and understand the relationship to the place value system.

I can round numbers from billions to thousandths place.

I can add and subtract multidigit whole numbers and decimals to the thousandths place, and justify the solution.

I can multiply multidigit whole numbers and decimals to the hundredths place using up to twodigit divisors and fourdigit dividends, and justify the solution.
NUMBER SENSE AND OPERATION IN FRACTIONS (35)
3rd Grade

I can understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.

I can understand that when a whole is partitioned equally, a fraction can be used to represent a portion.

I can represent fractions on a number line.

I can demonstrate that two fractions are equivalent if they are the same size, or the same point on a numberline.

I can recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.

I can compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution.

I can explain why fraction comparisons are only valid when the two fractions refer to the same whole.
4th Grade

I can explain and/or illustrate why two fractions are equivalent.

I can recognize and generate equivalent fractions.

I can compare two fractions using the symbols >, = or <, and justify the solution.

I can understand addition and subtraction of fractions as joining/composing and separating/decomposiing parts referring to the same whole.

I can decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification.

I can solve problems involving adding and subtracting fractions and mixed numbers with like denominators.

I can apply and extend previous understanding of multiplication to multiply a fraction by a whole number.

I can solve problems involving multiplication of a fraction by a whole number.

I can use decimal notation for fractions with denominators of 10 or 100.

I can understand that fractions and decimals are equivalent representations of the same quantity.

I can read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form.

I can compare two decimals to the hundredths place using the symbols >, = or <, and justify the solution.
5th Grade

I can understand that parts of a whole can be expressed as fractions and/or decimals.

I can convert decimals to fractions and fractions to decimals.

I can compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution.

I can use equivalent fractions as a strategy to add and subtract fractions.

I can estimate results of sums, differences and products with fractions and decimals to the thousandth.

I can justify the reasonableness of a product when multiplying with fractions.

I can solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution.

I can extend the concept of multiplication to multiply a fraction or whole number by a fraction.

I can extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations.
RELATIONSHIPS AND ALGEBRAIC THINKING (K5)
Kindergarten

I can represent addition and subtraction within 10.

I can demonstrate fluency for addition and subtraction within 5.

I can decompose numbers less than or equal to 10 in more than one way.

I can make 10 for any number from 1 to 9.
1st Grade

I can use addition and subtraction within 20 to solve problems.

I can solve problems that call for addition or three whole numbers whose sum is within 20.

I can develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

I can determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

I can use properties as strategies to add and subtract.

I can demonstrate that subtraction can be solved as an unknownaddend problem.

I can add and subtract within 20.

I can demonstrate fluency with addition and subtraction within 10.
2nd Grade

I can demonstrate fluency with addition and subtraction within 20.

I can determine if a set of objects has an odd or even number of members.

I can find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns and write an equation to represent the total as a sum of equal addends.
3rd Grade

I can interpret products of whole numbers.

I can interpret quotients of whole numbers.

I can describe in words or drawings a problem that illustrates a multiplication or division situation.

I can use multiplication and division within 100 to solve problems.

I can determine the unknown number in a multiplication or division equation relating three whole number.

I can apply properties of operations as strategies to multiply and divide.

I can multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations.

I can demonstrate fluency with products within 100.

I can write and solve twostep problems involving variables using any of the four operations.

I can interpret the reasonableness of answers using mental computation and estimation strategies including rounding.

I can identify arithmetic patterns and explain the patterns using properties of operations.
4th Grade

I can multiply or divide to solve problems involving a multiplicative comparison.

I can solve multistep whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer.

I can solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution.

I can recognize that a whole number is a multiple of each of its factors and find the multiples for a given whole number.

I can determine if a whole number within 100 is composite or prime, and find all factor pairs for whole numbers within 100.

I can generate a number pattern that follows a given rule.

I can use words or mathematical symbols to express a rule for a given pattern.
5th Grade

I can investigate the relationship between two numeric patterns.

I can write a rule to describe or explain a given numeric pattern.

I can write, evaluate and interpret numeric expressions using the order of operations.

I can translate written expressions into algebraic expressions.

I can solve and justify multistep problems involving variables, whole numbers, fractions and decimals.
GEOMETRY AND MEASUREMENT (K5)
Kindergarten

I can describe several measurable attributes of objects.

I can compare the measurable attributes of two objects.

I can demonstrate an understanding of concepts of time and devices that measure time.

I can name the days of the week.

I can identify pennies, nickels, dimes and quarters.

I can identify shapes, and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation.

I can draw or model simple twodimensional shapes.

I can compose simple shapes to form larger shapes using manipulatives.
1st Grade

I can distinguish between defining attributes versus nondefining attributes; build and draw shapes.

I can compose and decompose two and threedimensional shapes to build an understanding or partwhole relationships.

I can recognize two and three dimensional shapes from different perspectives and orientations.

I can partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally.

I can order three or more objects by length.

I can compare the lengths of two objects indirectly by using a third object.

I can demonstrate the ability to measure length or distance using objects.

I can tell and write time in hours and halfhours using analog and digital clocks.

I can know the value of a penny, nickel, dime and quarter.
2nd Grade

I can recognize and draw shapes having specified attributes, such as a given number of angles or sides.

I can partition a rectangle into rows and columns of samesize squares and count to find the total number of squares.

I can partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole.

I can measure the length of an object by selecting and using appropriate tools.

I can analyze the results of measuring the same object with different units.

I can estimate lengths using units of inches, feet, yards, centimeters and meters.

I can measure to determine how much longer one object is than another.

I can use addition and subtraction within 100 to solve problems involving lengths that are given in the same units.

I can represent whole numbers as lengths on a number line, and represent whole number sums and differences within 100 on a number line.

I can tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

I can describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock.

I can find the value of combinations of dollar bills, quarters, dimes nickels and pennies, using $ and ¢ appropriately.

I can find combinations of coins that equal a given amount.
3rd Grade

I can understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.

I can distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories.

I can partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole.

I can tell and write time to the nearest minute.

I can estimate time intervals in minutes.

I can solve problems involving addition and subtraction of minutes.

I can measure or estimate length, liquid volume and weight of objects.

I can use the four operations to solve problems involving lengths, liquid volumes or weights, given in the same units.

I can calculate area by using unit squares to cover a plane figure with no gaps or overlaps.

I can label area measurements with squared units.

I can demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value.

I can multiply wholenumber side lengths to solve problmes involving the area of rectangles.

I can find rectangular arrangements that can be formed for a given area.

I can decompose a rectangle into smaller rectangles to find the area of the original rectangle.

I can solve problems involving perimeters of polygons.

I can understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters.

I can use place value understanding and properties of operations to perform multidigit arithmetic.
4th Grade

I can draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines.

I can classify twodimensional shapes by their sides and/or angles.

I can construct lines of symmetry for a twodimensional figure.

I can identify and estimate angles and their measure.

I can draw and measure angles in wholenumber degrees using a protractor.

I can know relative sizes of measurement units within one system of units.

I can use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money.

I can apply the area and perimeter formulas for rectangles to solve problems.
5th Grade

I can understand that attributes belonging to a category of figures also belong to all subcategories.

I can classify figures in a hierarchy based on properties.

I can analyze and describe the properties of prisms and pyramids.

I can understand the concept of volume and recognize that volume is measured in cubic units.

I can apply the formulas V = l x w x h and V = B x h for volume of right rectangular prisms with wholenumber edge lengths.

I can define a first quadrant Cartesian coordinate system.

I can plot and interpret points in the first quadrant of the Cartesian coordinate plane.

I can convert measurements of capacity, length and weight within a given measurement system.

I can solve multistep problems that require measurement conversions.
DATA AND STATISTICS (K5
Kindergarten

I can classify objects into given categories; count the number of objects in each category.

I can compare category counts using appropriate language.
1st Grade

I can collect, organize and represent data with up to three categories.

I can draw conclusions from object graphs, picture graphs, Tcharts and tallies.
2nd Grade

I can create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers.

I can generate measurement data to the nearest whole unit, and display the data in a line plot.

I can draw a picture graph or a bar graph to represent a data set with up to four categories.

I can solve problems using information presented in line plots, picture graphs and bar graphs.

I can draw conclusions from line plots, picture graphs and bar graphs.
3rd Grade

I can create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories.

I can solve one and twostep problems using information presented in bar and/or picture graphs.

I can create a line plot to represent data.

I can use data shown in a line plot to answer questions.
4th Grade

I can create a frequency table and/or line plot to display measurement data.

I can solve problems involving addition and subtraction by using information presented in a data display.

I can analyze the data in a frequency table, line plot, bar graph or picture graph.
5th Grade

I can create a line graph to represent a data set, and analyze the data to answer questions and solve problems.

I can create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median.
* Source: dese.mo.gov