Math.Content.4.NBT.A.1

100 can be thought of as a bundle of ten tens - called a “hundred.”

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.

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

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 to round whole numbers to the nearest 10 or 100.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Demonstrate an understanding that in a multi-digit whole number (through 1,000,000), a digit in one place represents ten times what it represents in the place to its right.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.