**Maryland College and Career-Ready Education Standards**. What is place value? Place value is the amount that each digit is worth in a numeral. There are many different place values. Read More...

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MD.MA.1.NBT. Number and Operations in Base Ten (NBT)

1.NBT.B. Understand Place Value.

1.NBT.B.2. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.2.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to represent two-digit numbers.

1.NBT.B.2.2. Knowledge of the connection between numerals, words, and quantities.

1.NBT.B.2.3. Knowledge that two-digit numbers are composed of bundles of tens and leftover ones.

1.NBT.B.2a. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 10 can be thought of as a bundle of ten ones–called a “ten”.

1.NBT.B.2a.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to build and compare ten ones and ten.

1.NBT.B.2b. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 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.B.2b.1. Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, connecting cubes, ten frames, interlocking base ten blocks) to build and compare 11 to 19.

1.NBT.B.2b.2. Ability to match the concrete representations of 11 through 19 with the numerical representations.

1.NBT.B.2b.3. Ability to understand that numbers 11-19 represent one ten and some more ones.

1.NBT.B.2c. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 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.B.2c.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, Unifix Cubes, ten frames, interlocking base ten blocks) to build and model counting by tens.

1.NBT.B.3. Major Standard: 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.B.3.1. Ability to apply their understanding of the value of tens and ones in order to compare the magnitude of two numbers.

1.NBT.B.3.2. Ability to use base ten manipulatives to represent the numbers and model the comparison of their values.

1.NBT.C. Use place value understanding and properties of operations to add and subtract.

1.NBT.C.4. Major Standard: 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.C.4.3. Knowledge of place value.

1.NBT.C.5. Major Standard: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.C.5.1. Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 more and explain reasoning.

1.NBT.C.6. Major Standard: Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 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.

1.NBT.C.6.1. Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 less and explain reasoning.

1.NBT.C.6.4. Knowledge of place value and skip counting by 10.

Standards