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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 if 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 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% 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 % 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 70% 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 70% 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 80 % 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 80% 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 80% 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 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 used 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 used
with 100% accuracy.
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