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- 1.NBT.C.4

Major StandardsSupporting StandardsAdditional Standards

Standard 1.NBT.C.4### Prerequisites for 1.NBT.C.4

### 1st Grade

### Upcoming Standards for 1.NBT.C.4

### 2nd Grade

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.

Part of Major Cluster 1.NBT.C

This lesson is aligned to numerous standards.

1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2.A

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

1.NBT.B.2.BThe 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.2.CThe 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).

Sorry, no Accommodations data currently exists for this lesson.

Keisha Z. | April 10, 2018

I believe top of page 3 is incorrect as the second equation states
23 + 8 = 50 + 1 =31
as well as the third equation
33 + 8 = 80 + 1 = 41
The decomposing of the number 8 to 7 and 1 is correct, but the 50 and 80 are not.