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Understand Place
Value
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Student can describe
that 10 can be thought of as a bundle of ten ones
called a "ten"� 50% or less of the time. Can tell
that the number from 11 to 19 are composed of a ten
and one, two three, four, five, six, seven, eight, or
nine ones 50% or less of the time. Students can tell
that 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 zero ones 50% or less of the time.
Student can Compare two two-digit numbers based on meanings
of the tens and ones digits, recording the results of
comparisons with the symbols <, >, = 50% or less of
the time.
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Student can describe
that 10 can be thought of as a bundle of ten ones
called a "ten"� 70% of the time. Can tell that the
number from 11 to 19 are composed of a ten and one,
two three, four, five, six, seven, eight, or nine ones
70% of the time. Students can tell that 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
zero ones 70% of the time. Student can Compare two two-digit
numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols
<, >, = 70%of the time.
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Student can describe
that 10 can be thought of as a bundle of ten ones
called a "ten"� 80% of the time. Can tell that the
number from 11 to 19 are composed of a ten and one,
two three, four, five, six, seven, eight, or nine ones
80% of the time. Students can tell that 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
zero ones 80% of the time. Student can Compare two two-digit
numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols
<, >, = 80% or less of the time.
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Student can describe
that 10 can be thought of as a bundle of ten ones
called a "ten"� with 100% accuracy. Can tell that
the number from 11 to 19 are composed of a ten and one,
two three, four, five, six, seven, eight, or nine ones
with 100% accuracy. Students can tell that 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
zero ones with 100% accuracy. Student can Compare two
two-digit numbers based on meanings of the tens and
ones digits, recording the results of comparisons with
the symbols <, >, = with 100% accuracy.
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Use Place Value
Understanding and Properties
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Given a two-digit number
mentally find 10 more or 10 less than the number without
having to count, explain the reasoning used 50 % or
less of the time. Subtract multiples of 10 in the range
10 90 using concrete models or drawings and strategies
based on place value, properties of operations, and/or
the relationship between addition and subtraction and
explain the reasoning used 50% or less of the time.
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
used 50% or less of the time.
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Given a two-digit number
mentally find 10 more or 10 less than the number without
having to count, explain the reasoning used 70% of the
time. Subtract multiples of 10 in the range 10 90
using concrete models or drawings and strategies based
on place value, properties of operations, and/or the
relationship between addition and subtraction and explain
the reasoning used 70% of the time. 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 used
70% of the time.
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Given a two-digit number
mentally find 10 more or 10 less than the number without
having to count, explain the reasoning used 80% of the
time. Subtract multiples of 10 in the range 10 90
using concrete models or drawings and strategies based
on place value, properties of operations, and/or the
relationship between addition and subtraction and explain
the reasoning used 80% of the time. 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 used
80% of the time.
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Given a two-digit number
mentally find 10 more or 10 less than the number without
having to count, explain the reasoning with 100% accuracy.
Subtract multiples of 10 in the range 10 90 using
concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship
between addition and subtraction and explain the reasoning
with 100% accuracy. 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 with 100% accuracy.
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