Mathematics Missouri Learning Standards*

Note:  See Student/Student Resources for Video Lessons by Grade Level Expections.

NUMBER SENSE (K-1)

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 (K-5)

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 two-digit numbers are composed of ten(s) and one(s).

  • I can compare two two-digit 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 two-digit number, and justify the solution.

2nd Grade

  • I can understand three-digit 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, base-ten numerals and expanded form.

  • I can compare two three-digit numbers using the symbols >, = or <.

  • I can demonstrate fluency with addition and subtraction within 100.

  • I can add up to four two-digit 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 10-90.

 4th Grade

  • I can round multi-digit whole numbers to any place.

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

  • I can compare two multi-digit numbers using the symbols >, = or <. and justify the solution.

  • I can understand that in a multi-digit 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 one-digit whole number and multiply two two-digit numbers, and justify the solution.

  • I can find whole number quotients and remainders with up to four-digit dividends and one-digit 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 multi-digit 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 multi-digit whole numbers and decimals to the thousandths place, and justify the solution.

  • I can multiply multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution.

 

NUMBER SENSE AND OPERATION IN FRACTIONS (3-5)

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 number-line.

  • 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 (K-5)

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 unknown-addend 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 two-step 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 multi-step 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 multi-step problems involving variables, whole numbers, fractions and decimals.

 

GEOMETRY AND MEASUREMENT (K-5)

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 two-dimensional shapes.

  • I can compose simple shapes to form larger shapes using manipulatives.

1st  Grade

  • I can distinguish between defining attributes versus non-defining attributes; build and draw shapes.

  • I can compose and decompose two- and three-dimensional shapes to build an understanding or part-whole 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 half-hours 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 same-size 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 whole-number 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 multi-digit arithmetic.

4th Grade

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

  • I can classify two-dimensional shapes by their sides and/or angles.

  • I can construct lines of symmetry for a two-dimensional figure.

  • I can identify and estimate angles and their measure.

  • I can draw and measure angles in whole-number 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 whole-number 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 multi-step problems that require measurement conversions.

DATA AND STATISTICS (K-5

 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, T-charts 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 two-step 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