Minnesota Standards

Minnesota kindergarten math standards

Every kindergarten math standard in the Minnesota Academic Standards in Mathematics, in Minnesota's order, with the Lux lessons that teach it.

Counting and Cardinality

K.1.1.1
Recognize 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.
Taught inThe last number tells how many Moved, but still the same First, second, third New order, same count
K.1.1.2
Read, 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.
Taught inTouch and count The last number tells how many Moved, but still the same Counting a messy groupand 3 more
K.1.1.3
Count, with and without objects, forward and backward to at least 20.
Taught inCounting by tens to 100 Count on from any number After 29 comes 30 Counting back
K.1.1.4
Find a number that is 1 more or 1 less than a given number.
Taught inOne more each time One more, ten more Ten more changes the tens
K.1.1.5
Compare 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.
Taught inFind it on the number line Count the marks, not the spaces Farther right is greater Not every line starts at 0

K.1.2.1
Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
Taught inPut together Take away One problem, many pictures Act out an adding storyand 11 more
K.1.2.2
Compose 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.
Taught inWays to make 5 Hidden counters The two parts can match
K.2.1.1
Identify, 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 ●,●●,●●●.
Taught inFind the part that repeats

K.3.1.1
Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres.
Taught inFour flat shapes Turned, it is still a triangle A square is a rectangle too Solid shapes
K.3.1.3
Use 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.
Taught inShapes all around us

K.3.1.2
Sort objects using characteristics such as shape, size, color and thickness.
Taught inSort, then count Which group has the most?One rule at a time
K.3.2.1
Use 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.
Taught inShapes all around us Line up the ends Higher is not taller Bigger is not always heavierand 1 more
K.3.2.2
Order 2 or 3 objects using measurable attributes, such as length and weight.
Taught inLine up the ends Higher is not taller Bigger is not always heavier Taller does not always hold moreand 4 more

Lux sees your kid's page, asks one question at a time, and checks each step, in Minnesota's order.