Unit 6: Understanding Place Value
Common Core Standards
Understand place value.
MCC1.NBT.2 Understand that the two digits of a two-digit 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).
MCC1.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 <.
Use place value understanding and properties of operations to add and
subtract.
MCC1.NBT.4 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.
MCC1.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.
MCC1.NBT.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.
Represent and interpret data.
MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.
Understand place value.
MCC1.NBT.2 Understand that the two digits of a two-digit 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).
MCC1.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 <.
Use place value understanding and properties of operations to add and
subtract.
MCC1.NBT.4 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.
MCC1.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.
MCC1.NBT.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.
Represent and interpret data.
MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.