Kindergarten 
Grade 1 
Grade 2 
Grade 3 
Grade 4 
Grade 5 
K.NBT.1
Work with numbers 11–19 to gain foundations for place value.
1. 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.1
Extend the counting sequence.
1. 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.
2.NBT.1
1. Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens—called a “hundred.”
b. 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).


Use place value understanding and properties of operations to perform multidigit arithmetic.4
3.NBT.1
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
Teach 

Billy Bug Grub Quest






Assess 





4.NBT.1
1. Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its
right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.


Understand the place value system.
1. Recognize that in a multidigit number, a digit in one place represents 10 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.



Understand place value.
1.NBT.2
2. Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as
special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. 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).


2.NBT.2
2. Count within 1000; skipcount by 2s, 5s, 10s, and 100s. CA


3.NBT.2
2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.


2. Read and write multidigit whole numbers using baseten 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.


5.NBT.2
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 wholenumber exponents
to denote powers of 10.



1.NBT.3
3. Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.


2.NBT.3
3. Read and write numbers to 1000 using baseten numerals, number names, and expanded form.


3.NBT.3
3. Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 x 80, 5 x 60) using strategies based on
place value and properties of operations.


4.NBT.3
3. Use place value understanding to round multidigit whole numbers to any place.


5.NBT.3
3. Read, write, and compare decimals to thousandths.
Read and write decimals to thousandths using baseten numerals, number names, and expanded form, e.g.,
347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to
record the results of comparisons.



Use place value understanding and properties of operations to add and subtract.
1.NBT.4
4. Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple
of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relation
ship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand
that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.


2.NBT.4
4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to
record the results of comparisons.



4.NBT.4
4. Fluently add and subtract multidigit whole numbers using the standard algorithm.


4.NBT.4
4. Use place value understanding to round decimals to any place.



1.NBT.5
5. Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning
used.


Use place value understanding and properties of operations to add and subtract.
2.NBT.5
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relation
ship between addition and subtraction.



4.NBT.5
5. Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit 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.


5.NBT.5
5. Perform operations with multidigit whole numbers and with decimals to hundredths.
5. Fluently multiply multidigit whole numbers using the standard algorithm.



6. 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.


2.NBT.6
6. Add up to four twodigit numbers using strategies based on place value and properties of operations.



4.NBT.6
6. Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit 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.6
6. Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit 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.




2.NBT.7
7. Add and subtract within 1000, 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. Understand
that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose tens or hundreds.
7.1 Use estimation strategies to make reasonable estimates in problem solving. CA




5.NBT.7
7. 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.




2.NBT.8
8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.







9. Explain why addition and subtraction strategies work, using place value and the properties of operations.31




