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EngageNY 60 min(s)

In this lesson, students solve three sets of problems, each of which invites them to practice specific strategies from this unit. They practice taking apart, making ten, and adding on the tens, and use representations such as quick-ten drawings, number bonds, and the arrow way.- 1.NBT.C.4
- 1.NBT.C.5

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

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).

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