Standards with the same topic and subject but for other grades
See the structure of a number as composed of its base-ten units.
Make use of the structure of numbers when making tens or when creating equivalent but easier or known sums.
Compose and decompose numbers 11–19 to gain foundations for place value using objects and drawings.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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).
10 can be thought of as a bundle of ten ones-called a “ten.”
Use the relationship between factors and multiples for whole numbers.
Recognize the mathematical connections between the indicated operations with fractions and the corresponding operations with whole numbers.
Look for structures and notation that make the order of operations clear when reading and writing mathematical expressions.
Reason that counting to 100 by tens reaches the same number as can be counted repeatedly by ones.