North Dakota K–6 mathematics standards

North Dakota writes its own mathematics standards. They are published as North Dakota Mathematics K-12 Standards, adopted 2023 and are not a version of a national framework. 133 of 212 are matched to a national standard.

CSP's sourceUrl (ND Mathematics K-12 Standards.pdf) is superseded by NDDPI's REV2 of 2024-06-27; urlOverride points rows at the current document. 3 rows carry the 2023 wording where REV2 differs editorially — listed in the verification block.

Framework: North Dakota Mathematics K-12 Standards
Adopted: 2023
Source last checked: July 26, 2026

Read the official document

212 standards, kindergarten through 6th grade

K.AR.OA.1K
Automatically add and subtract within 5.
K.AR.OA.2K
For any number from 1 to 9, find the number that makes 10 when added to the given number, sharing the answer with a model, drawing, or equation.
K.AR.OA.3K
Decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings.
K.AR.OA.4K
Solve authentic word problems with addition by putting together or adding to within 10.
K.AR.OA.5K
Solve authentic word problems with subtraction by taking apart or taking from within 10.
K.AR.OA.6K
Recognize, duplicate, complete, and extend repeating patterns in a variety of contexts (e.g., shape, color, size, objects, sounds, movements).
K.DPS.D.1K
Sort and classify objects (up to 10) based on attributes and explain the reasoning used.
K.GM.G.1K
Name shapes and identify them as two-dimensional (squares, circles, triangles, rectangles) regardless of their orientations or overall sizes.
K.GM.G.2K
Name shapes and identify them as three-dimensional (cubes and spheres) regardless of their orientations or overall sizes.
K.GM.G.3K
Compare and classify two-dimensional shapes to describe their similarities, differences, and attributes (squares, circles, triangles, rectangles).
K.GM.G.4K
Compose a geometric shape by combining two or more simple shapes.
K.GM.M.1K
Compare and order two objects with a common measurable attribute.
K.GM.M.2K
Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night).
K.MA.CK
Learners can use prior knowledge and experiences to explain their thinking.
K.MA.PK
Learners can identify and use strategies to problem-solve situations and determine an appropriate solution.
K.MA.RK
Learners can use prior knowledge and experiences to explain their thinking.
K.NO.CC.1.AK
Count verbally in sequential order by ones and tens to 100, making accurate decuple transitions (e.g., 89 to 90). Count verbally forward from any given number within 100.
K.NO.CC.2K
Count backward from 20 by ones and from a given number within 10.
K.NO.CC.3K
Identify and write any given numeral within 20.
K.NO.CC.4K
Recognize and verbally label arrangements, without counting, for briefly shown collections up to 10 (e.g., "I saw 5." How do you know?" "I saw 3 and 2, that is 5.").
K.NO.CC.5K
Count and tell how many objects up to 20 are in an arranged pattern or up to 10 objects in a scattered configuration. Represent a quantity of up to 20 with a numeral.
K.NO.NBT.1K
Compose and decompose numbers from 11 to 19 using a group of ten ones and some more ones using a model, drawing, or equation.
K.NO.NBT.2K
Compare two numbers between 1 and 20 using words greater than, less than, or equal to.
1.AR.OA.11
Automatically add and subtract within 10.
1.AR.OA.21
For any number from 1 to 19, find the number that makes 20 when added to the given number, sharing the answer with a model, drawing, or equation.
1.AR.OA.31
Decompose numbers less than or equal to 20 into pairs in more than one way.
1.AR.OA.41
Solve authentic word problems with addition, including three numbers and unknowns, within 20.
1.AR.OA.51
Solve authentic word problems with subtraction, including unknowns, within 20.
1.AR.OA.61
Distinguish and use the +, -, and = symbols accurately in an equation.
1.AR.OA.71
Identify, create, complete, and extend patterns that are repeating, increasing, and decreasing in a variety of contexts.
1.DPS.D.11
Collect, organize and represent data with up to three categories using picture and bar graphs.
1.DPS.D.21
Analyze data by answering descriptive questions.
1.GM.G.11
Name shapes and identify them as two-dimensional (trapezoids, rhombuses, pentagons, hexagons, octagons).
1.GM.G.21
Name and identify solids as three-dimensional (cylinders, cones, triangular prisms, and rectangular prisms).
1.GM.G.31
Determine geometric attributes of two-dimensional and three-dimensional shapes (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms).
1.GM.G.41
Compose a geometric shape or solid by combining multiple two-dimensional shapes and/or three-dimensional solids (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms).
1.GM.M.11
Measure the length of an object as a whole number of same-size, non-standard units from end to end.
1.GM.M.21
Compare the lengths of three objects using a common measurable attribute.
1.GM.M.31
Tell and write time to the hour and half-hour (including o-clock and half past) using analog and digital clocks.
1.GM.M.41
Identify and tell the value of a dollar bill, quarter, dime, nickel, and penny.
1.GM.M.51
Count collections of coins (pennies, nickels, and dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
1.MA.C1
Learners can use prior knowledge and experiences to explain their thinking.
1.MA.P1
Learners can identify and use strategies to problem-solve situations and determine an appropriate solution.
1.MA.R1
Learners can use prior knowledge and experiences to explain their thinking.
1.NO.CC.11
Count forward by ones and tens from any given point within 120.
1.NO.CC.21
Count backward by ones and tens from a given number within 120.
1.NO.CC.31
Represent several objects with a written numeral up to 120.
1.NO.CC.41
Recognize and verbally label arrangements, without counting, for briefly shown collections up to 20 (e.g., "I saw 16." How do you know?" "I saw 10 and 6, that is 16.").
1.NO.CC.51
Skip count forward and backward by 5s and 10s from multiples and recognize the patterns of up to 10 skip counts.
1.NO.NBT.11
Demonstrate that the two digits of a two-digit number represent a composition of some tens and some ones.
1.NO.NBT.21
Compare two two-digit numbers using symbols >, <, and =. Justify comparisons based on the value of tens and ones.
1.NO.NBT.31
Add within 100 using a two-digit number and a one-digit number. Use concrete models, drawings, and strategies that reflect an understanding of place value.
1.NO.NBT.41
Subtract multiples of 10 within 100 using concrete models, drawings, and strategies that reflect an understanding of place value.
1.NO.NBT.51
Mentally add or subtract 10 to or from a given two-digit number and explain the reasoning used.
1.NO.NF.11
Partition circles and rectangles into two and four equal shares using the language halves and fourths.
2.AR.OA.12
Automatically add and subtract within 20.
2.AR.OA.22
Apply the properties of operations to solve addition and subtraction equations within 100 and justify thinking.
2.AR.OA.32
Solve one- and two-step authentic word problems with addition within 100, including the use of unknowns.
2.AR.OA.42
Solve one- and two-step authentic word problems with subtraction within 100, including the use of unknowns.
2.AR.OA.52
Use repeated addition to find the total number of objects arranged in a rectangular array.
2.AR.OA.62
Identify a group of objects from 0 to 20 as even or odd by showing even numbers as a sum of two equal parts.
2.DPS.D.12
Formulate questions and collect, organize, and represent data with up to four categories using single unit scaled picture and bar graphs.
2.DPS.D.22
Generate data and create line plots marked in whole-number units.
2.DPS.D.32
Analyze data and interpret the results to solve one-step comparison problems using information from the graphs.
2.GM.G.12
Identify two-dimensional shapes (parallelograms and quadrilaterals).
2.GM.G.22
Identify two-dimensional shapes found within three-dimensional shapes.
2.GM.G.32
Compose geometric shapes having specified geometric attributes, such as a given number of edges, angles, faces, vertices, and/or sides.
2.GM.M.12
Measure the length of an object using two different standard units of measurement. Describe how the two measurements relate to the size of the units chosen.
2.GM.M.22
Estimate and measure to determine how much longer one object is than another, expressing the difference with a standard unit of measurement.
2.GM.M.32
Tell and write time to the nearest five minutes (including quarter after and quarter to) with a.m. and p.m. using analog and digital clocks.
2.GM.M.42
Count collections of money (quarters, dimes, nickels, and pennies) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
2.MA.C2
Learners can use prior knowledge and experiences to explain their thinking.
2.MA.P2
Learners can identify and use strategies to problem-solve situations and determine an appropriate solution.
2.MA.R2
Learners can use prior knowledge and experiences to explain their thinking.
2.NO.CC.12
Count forward from any given number within 1000.
2.NO.CC.22
Count backward from any given number within 1000.
2.NO.CC.32
Read and write numbers up to 1000 using standard, word, and expanded forms.
2.NO.CC.42
Skip count forward and backward by 2s and 100s and recognize the patterns of skip counts.
2.NO.NBT.12
Understand that the three digits of a three-digit number represent a composition of some hundreds, some tens, and some ones.
2.NO.NBT.22
Compare two three-digit numbers using symbols >, <, and =. Justify comparisons based on the value of hundreds, tens, and ones.
2.NO.NBT.32
Add within 100 using place value strategies and/or the relationship between addition and subtraction.
2.NO.NBT.42
Subtract within 100 using place value strategies and/or the relationship between addition and subtraction.
2.NO.NBT.52
Mentally add or subtract 10 or 100 to or from a given number between 100 and 900.
2.NO.NF.12
Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the language of halves, thirds, fourths, half of, a third of, and a fourth of.
2.NO.NF.22
Recognize that identical wholes can be equally divided in different ways.
2.NO.NF.32
Recognize that partitioning shapes into more equal shares creates smaller shares.
3.AR.OA.13
Using mental strategies, multiply and divide basic facts within 100. Automatically multiply and divide up to 5 x 5 and 10s facts.
3.AR.OA.23
Apply the properties of operations to solve multiplication and division equations and justify thinking.
3.AR.OA.33
Solve two-step authentic word problems using addition and subtraction within 1000, including equations with a letter as an unknown.
3.AR.OA.43
Use strategies and visual models to solve authentic word problems with multiplication within 100, including unknowns, using grouping models and equations.
3.AR.OA.53
Use strategies and visual models to solve authentic word problems with division within 100, including unknowns, using grouping models and equations.
3.AR.OA.63
Identify arithmetic patterns and explain them using the properties of operations.
3.DPS.D.13
Formulate questions to collect, organize, and represent data with more than four categories using scaled picture and bar graphs.
3.DPS.D.23
Generate data and create line plots marked in whole numbers, halves, and fourths of a unit.
3.DPS.D.33
Analyze data and make simple statements to solve one- and two-step problems using information from the graphs.
3.GM.G.13
In two-dimensional shapes, identify lines, angles (right, acute, obtuse), and perpendicular and parallel lines.
3.GM.G.23
Sort quadrilaterals into categories based on attributes.
3.GM.G.33
Identify lines of symmetry in quadrilaterals.
3.GM.M.13
Measure lengths using rulers marked with halves and fourths of an inch.
3.GM.M.23
Measure and estimate liquid volumes and masses of objects using standard units. Solve one-step authentic word problems involving masses on volume given in the same units.
3.GM.M.33
Tell and write time to the nearest minute and measure time intervals in minutes.
3.GM.M.43
Solve elapsed time authentic word problems on the hour and the half-hour, using a variety of strategies.
3.GM.M.53
Solve authentic word problems involving dollar bills, quarters, dimes, nickels, and pennies using the $ and ¢ symbols appropriately.
3.GM.M.63
Solve problems involving the perimeters of rectangles given the side lengths or when given the perimeter and unknown side length(s).
3.GM.M.73
Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.GM.M.83
Find the area of a rectangle with whole-number side lengths by modeling with unit squares; show that area can be additive and is the same as would be found by multiplying the side lengths.
3.MA.C3
Learners can make connections and summarize related ideas using supporting evidence.
3.MA.P3
Learners can develop and carry out a logical plan to problem-solve situations, reflect on the reasonableness of solutions, and explore alternate strategies with guidance.
3.MA.R3
Learners can reason logically based on experience and knowledge, citing evidence to support their reasoning and conclusions.
3.NO.CC.13
Read and write numbers up to 10,000 using objects or visual representations, including standard, word, and expanded forms.
3.NO.NBT.13
Compare two four-digit numbers using symbols >, <, and =. Justify comparisons based on the value of thousands, hundreds, tens, and ones.
3.NO.NBT.23
Apply place value understanding to round whole numbers to the nearest 10 or 100.
3.NO.NBT.33
Add and subtract within 1000 using place value strategies, algorithms, and/or the relationship between addition and subtraction.
3.NO.NBT.43
Multiply one-digit whole numbers by multiples of 10 within 100.
3.NO.NF.13
Partition two-dimensional figures into equal areas and express the area of each part as a unit fraction of the whole. Describe using the language of sixths, eighths, a sixth of, and an eighth of.
3.NO.NF.23
Represent and understand a fraction as a number on a number line.
3.NO.NF.33
Represent equivalent fractions using visual representations and number lines.
3.NO.NF.43
Recognize whole numbers as fractions and express fractions that are equivalent to whole numbers.
3.NO.NF.53
Compare fractions of the same whole having the same numerators or denominators, using symbols >, <, and = by reasoning about their size (fractions should be limited to denominators of 2, 3, 4, 6, and 8 and should not exceed the whole).
4.AR.OA.14
Automatically multiply and divide through 10 x 10.
4.AR.OA.24
Identify and apply the properties of operations for addition, subtraction, multiplication, and division and justify thinking.
4.AR.OA.34
Solve multi-step authentic word problems using the four operations, including problems with interpreted remainders. Represent problems using equations, including a symbol as an unknown.
4.AR.OA.44
Find factor pairs and multiples within the range of 1-36 while classifying numbers as prime or composite.
4.AR.OA.54
Interpret multiplication equations as a comparison. Represent multiplicative comparisons as multiplication equations.
4.AR.OA.64
Generate a number or shape pattern that follows a given rule while identifying apparent features of the pattern that were not explicit in the rule itself. (e.g., Given a rule "add 3" and the starting number of 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.)
4.DPS.D.14
Formulate questions to collect, organize, and represent data to reason with math and across disciplines.
4.DPS.D.24
Generate data and create line plots to display a data set of unit fractions (½, ¼, ⅛). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
4.DPS.D.34
Utilize graphs and diagrams to represent and solve authentic word problems using the four operations involving whole numbers, benchmark fractions, and decimals.
4.GM.G.14
Identify, label, and draw points, lines, line segments, rays, and angles (right, acute, obtuse).
4.GM.G.24
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of specified size.
4.GM.G.34
Draw lines of symmetry in two-dimensional figures.
4.GM.M.14
Know the relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l, ml; hr., min., sec. Record measurement equivalents in a two-column table.
4.GM.M.24
Generate simple conversions from a larger unit to a smaller unit to solve authentic problems within a single system of measurement, both customary and metric systems.
4.GM.M.34
Identify and use the appropriate tools, operations, and units of measurement, both customary and metric, to solve problems involving time, length, weight, mass, and capacity.
4.GM.M.44
Solve authentic word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols and decimal notation appropriately.
4.GM.M.54
Apply the area and perimeter formulas for rectangles, including connected rectangular figures, in problems.
4.GM.M.64
Measure angles in whole-number degrees using a protractor. Using a protractor and ruler, draw angles of a specified measure.
4.GM.M.74
Recognize angle measures as additive and solve addition and subtraction problems to find unknown angles on a diagram.
4.MA.C4
Learners can make connections and summarize related ideas using supporting evidence.
4.MA.P4
Learners can develop and carry out a logical plan to problem-solve situations, reflect on the reasonableness of solutions, and explore alternate strategies with guidance.
4.MA.R4
Learners can reason logically based on experience and knowledge, citing evidence to support their reasoning and conclusions.
4.NO.CC.14
Read numbers to the millions place, including word, standard, and expanded form. Write numbers to the millions place, including standard and expanded form.
4.NO.NBT.14
Understand that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
4.NO.NBT.24
Compare two numbers to the millions place and decimals to the hundredths place, using symbols >, <, and =. Justify comparisons based on the value of the digits.
4.NO.NBT.34
Apply place value understanding to round multi-digit whole numbers to any place.
4.NO.NBT.44
Add and subtract multi-digit whole numbers to the one millions place using strategies, including the algorithm.
4.NO.NBT.54
Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers. Show and justify the calculation using equations, rectangular arrays, and models.
4.NO.NBT.64
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors using place value strategies. Show and justify the calculation using equations, rectangular arrays, and models.
4.NO.NF.14
Express equivalent fractions with a denominator of 10 and a denominator of 100 to generate a decimal notation.
4.NO.NF.24
Explain and demonstrate how a mixed number is equivalent to a fraction greater than one and how a fraction greater than one is equal to a mixed number using visual fraction models and reasoning strategies (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
4.NO.NF.34
Generate equivalent fractions using numerical representations, visual representations, and number lines (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
4.NO.NF.44
Demonstrate how equivalent fractions are generated by multiplying a fraction equivalent to 1 or the properties of multiplication (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
4.NO.NF.54
Compare and order fractions having, unlike numerators or denominators. Record comparisons using the symbols >, <, and =. Justify using a visual fraction model (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
4.NO.NF.64
Solve authentic word problems by adding and subtracting fractions and mixed numbers with like denominators (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
4.NO.NF.74
Solve problems by multiplying fractions and whole numbers using visual fraction models (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).
5.AR.OA.15
Automatically multiply and divide through 12 x 12.
5.AR.OA.25
Analyze problems using the order of operations to solve and evaluate expressions while justifying thinking.
5.AR.OA.35
Write simple expressions that record calculations with numbers. Interpret numerical expressions without evaluating them.
5.AR.OA.45
Find factor pairs and multiples within the range of 1-100 while classifying numbers as prime or composite.
5.AR.OA.55
Generate two numerical patterns using two given rules and form ordered pairs consisting of corresponding terms from the two patterns. (Graphing on a coordinate plane).
5.DPS.D.15
Generate data and create line plots to display a data set of unit fractions (½, ¼, ⅛). Use grade-level operations for fractions to solve problems involving information presented in line plots.
5.DPS.D.25
Utilize graphs and diagrams to represent, analyze, and solve authentic word problems using information presented in one or more tables or line plots including whole numbers, fractions, and decimals.
5.GM.G.15
Classify two-dimensional figures in a hierarchy based on properties.
5.GM.G.25
Identify the x-coordinate and y-coordinate to graph and name points in the first quadrant of the coordinate plane.
5.GM.G.35
Form ordered pairs and graph points in the first quadrant on the coordinate plane to solve authentic word problems.
5.GM.M.15
Generate conversions among different-sized standard measurement units within a given measurement system, both customary and metric systems. Use these conversions in solving multi-step, authentic word problems.
5.GM.M.25
Find the area and perimeter of a rectangle, including connected rectangular figures, with fractional side lengths.
5.GM.M.35
Recognize volume as an attribute of rectangular prisms and measure volume by counting unit cubes.
5.MA.C5
Learners can make connections and summarize related ideas using supporting evidence.
5.MA.P5
Learners can develop and carry out a logical plan to problem-solve situations, reflect on the reasonableness of solutions, and explore alternate strategies with guidance.
5.MA.R5
Learners can reason logically based on experience and knowledge, citing evidence to support their reasoning and conclusions.
5.NO.CC.15
Read and write decimals to the thousandths including standard, word, and expanded forms.
5.NO.NBT.15
Understand that in a multi-digit whole number, a digit in one place represents ten times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
5.NO.NBT.25
Compare two decimals to the thousandths place using symbols >, <, and =. Justify comparisons based on the value of the digits.
5.NO.NBT.35
Apply place value understanding to round decimals to any place.
5.NO.NBT.45
Multiply multi-digit whole numbers using strategies flexibly, including the algorithm.
5.NO.NBT.55
Use concrete models, drawings, place value strategies, properties of operations and/or relationships to add, subtract, and multiply decimals to hundredths.
5.NO.NBT.65
Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors using place value strategies. Show and justify the calculation by using equations, rectangular arrays, and/or area models.
5.NO.NBT.75
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10. Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NO.NF.15
Generate equivalent forms of commonly used fractions and decimals (e.g., halves, fourths, fifths, tenths).
5.NO.NF.25
Explain why multiplying a given number by a fraction greater than one results in a product greater than the given number and explain why multiplying a given number by a fraction less than one results in a product smaller than the given number.
5.NO.NF.35
Solve authentic word problems by adding and subtracting fractions and mixed numbers with unlike denominators using visual fraction models and equations.
5.NO.NF.45
Solve authentic word problems by multiplying fractions and mixed numbers using visual fraction models and equations.
6.AR.EE.16
Read, write, and evaluate numerical expressions including expressions with whole number exponents and grouping symbols.
6.AR.EE.26
Read and evaluate algebraic expressions, including expressions with whole number exponents and grouping symbols. Write algebraic expressions to represent simple and authentic situations.
6.AR.EE.36
Identify when two expressions are equivalent. Apply the properties of operations to generate equivalent expressions.
6.AR.EE.46
Describe the concept of a solution of an equation and an inequality. Determine whether a given number is a solution to an equation or an inequality.
6.AR.EE.56
Write and solve equations of the form x + p = q and px = q for cases in which p and q are non-negative whole numbers or decimals, including authentic problems.
6.AR.EE.66
Write a statement of inequality of the form x > c or the form x < c to represent a constraint or condition. Recognize that inequalities of the form x > c or the form x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.AR.RP.16
Describe the concept of a ratio relationship between two quantities using ratio language and visual models.
6.AR.RP.26
Describe and calculate a unit rate when given a ratio relationship between two quantities using rate language and visual models.
6.AR.RP.36
Make and use tables of equivalent ratios, tape diagrams, double number line diagrams, and equations to solve problems involving ratios, rates, and unit rates, including authentic problems.
6.AR.RP.46
Calculate a percent of a quantity as a rate per 100. Solve problems using ratio reasoning involving finding the whole when given a part and the percent.
6.AR.RP.56
Convert measurement units within and between measurement systems using ratio reasoning given conversion factors.
6.DPS.D.16
Write a statistical question that can be answered using measures of center or variability of a data set.
6.DPS.D.26
Calculate measures of center (median and mean) and variability (range and mean absolute deviation) to answer a statistical question. Identify mode(s) if they exist.
6.DPS.D.36
Identify outliers by observation and describe their effect on measures of center and variability. Justify which measures would be appropriate to answer a statistical question.
6.DPS.D.46
Display numerical data in plots on a number line, including dot plots and histograms. Describe any overall patterns in data, such as gaps, clusters, and skews.
6.GM.AV.16
Derive the relationship of the areas of triangles using the area of rectangles. Calculate the areas of triangles and quadrilaterals by composing and/or decomposing them into rectangles and triangles, including authentic problems.
6.GM.AV.26
Describe the concept of volume of a right rectangular prism. Apply given formulas to calculate the volume of right rectangular prisms, including fractional edge lengths, including authentic problems.
6.GM.GF.16
Identify and position ordered pairs of rational numbers in all four quadrants of a coordinate plane.
6.GM.GF.26
Draw polygons in the coordinate plane given coordinates for the vertices. Determine the length of a side joining points with the same first or second coordinate, including authentic problems.
6.GM.GF.36
Represent three-dimensional figures using nets made up of rectangles and triangles (right prisms and pyramids whose bases are triangles and rectangles). Calculate the surface area of prisms with rectangular and triangular bases using nets, including authentic problems.
6.MA.C6
Learners can create connections within and across concepts and provide examples of how they relate to other learning and ideas using supporting evidence.
6.MA.P6
Learners can analyze information and formulate a flexible, systematic plan to problem-solve authentic situations and reflect on the reasonableness of the solution, making revisions when necessary.
6.MA.R6
Learners can reason logically, citing evidence to evaluate and explain what they see, think, and conclude through exploration and justification.
6.NO.NS.16
Explain and show the relationship between non-zero rational numbers and their opposites using horizontal and vertical number lines, including authentic problems. Use rational numbers to represent quantities in authentic contexts and explain the meaning of 0 in certain situations.
6.NO.NS.26
Write, interpret, and explain statements of order for rational numbers on a number line and in authentic contexts.
6.NO.O.16
Divide multi-digit whole numbers up to four-digit dividends and two-digit divisors using strategies or procedures.
6.NO.O.26
Add and subtract fractions and decimals up to the hundredths place, including authentic problems.
6.NO.O.36
Apply multiplication and division of fractions and decimals to solve and interpret problems using visual models, including authentic problems.
6.NO.O.46
Determine the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12.

North Dakota K–6 mathematics standards

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