Common Core State Standards for Mathematics Standards for Mathematical Practice [K-12]
Make sense of problems and persevere in solving them. [K-12]
Reason abstractly and quantitatively. [K-12]
Model with mathematics. [K-12]
Look for and make use of structure. [K-12]
Operations and Algebraic Thinking [K - 5]
Represent and solve problems involving addition and subtraction. [1 - 2]
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1]
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1]
Understand and apply properties of operations and the relationship between addition and subtraction. [1]
3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) [1]
4. Understand subtraction as an unknown-addend problem. For example, subtract 10 — 8 by finding the number that makes 10 when added to 8. [1]
Add and subtract within 20. [1 - 2]
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1]
Understand properties of multiplication and the relationship between multiplication and division. [3]
5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) [3]
6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. [3]
Generate and analyze patterns. [4]
5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. [4]
Measurement and Data [K - 5]
Describe and compare measurable attributes. [K]
2. Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. [K]
Measure lengths indirectly and by iterating length units. [1]
2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1]
Number and Operations—Fractions [3 - 5]
Develop understanding of fractions as numbers. [3]
1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. [3]
3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [3]
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. [3]
Extend understanding of fraction equivalence and ordering. [4]
1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4]
