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Extend The Counting Sequence.
1.NBT.1Count to 120, starting at any number...more
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand Place Value.
1.NBT.2Understand that the two digits of a ...more
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.2.a10 can be thought of as a bundle of ...more
10 can be thought of as a bundle of ten ones — called a “ten.” b.
1.NBT.2.bThe numbers from 11 to 19 are compos...more
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.2.cThe numbers 10, 20, 30, 40, 50, 60, ...more
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3Compare two two-digit numbers based ...more
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use Place Value Understanding And Properties Of Operations To Add And Subtract.
1.NBT.4Add within 100, including adding a t...more
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.5Given a two-digit number, mentally f...more
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.6Subtract multiples of 10 in the rang...more
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Major cluster will be a majority of the assessment, Supporting clusters will be assessed through their success at supporting the Major Clusters and Additional Clusters will be assessed as well. The assessments will strongly focus where the standards strongly focus.
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