K.NBT.1

**Numbers in the Teens**

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.2.a

10 can be thought of as a bundle of ten ones - called a "ten."

1.NBT.2.b

**Place Value & Tens and Ones**

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.c

**Place Value & Tens and Ones**

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.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.4

**Add Two-Digit Numbers**

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.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

2.NBT.1.a

100 can be thought of as a bundle of ten tens - called a "hundred."

2.NBT.1.b

**Place Value**

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2

**Skip-Count to 1000**

Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

3.NBT.1.i

**Round to Tens and Hundreds**

Round a whole number to the nearest 10.

3.NBT.1.ii

**Round to Tens and Hundreds**

Round a whole number to the nearest 100.

3.NBT.2.i

**Add Within 1000**

Use various strategies to solve addition equations within 1000.

3.NBT.2.ii

**Subtract Within 1000**

Use various strategies to solve subtraction equations within 1000.

4.NBT.1

**Place Value and Division**

Recognize 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.NBT.2

**Compare Big Numbers: >, <, and =**

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.2

**Expanded Form**

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.3

**Round Multi-Digit Whole Numbers**

Use place value understanding to round multi-digit whole numbers to any place.

4.NBT.4

**Add Multi-Digit Whole Numbers**

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4.NBT.4

**Subtract Big Whole Numbers**

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4.NBT.5

**Multiply Multi-Digit Numbers**

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.6

**Find Whole Number Quotients**

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NBT.2

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and 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.NBT.3.a

**Read/Write Decimals: Thousandths**

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 Γ 100 + 4 Γ 10 + 7 Γ 1 + 3 Γ (1/10) + 9 Γ (1/100) + 2 Γ (1/1000).

5.NBT.3.b

**Compare Decimals to Thousandths**

Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

5.NBT.4

**Round Decimals to Any Place**

Use place value understanding to round decimals to any place.

5.NBT.5

**Multiply Multi-Digit Numbers**

Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6

**Find Whole-Number Quotients**

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NBT.7

**Operations with Decimals**

Add, subtract, multiply, and divide decimals to hundredths, 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.

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