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.


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.

