1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the V – symbols >, =, and <. ML – Cluster: Use place value understanding and properties of operations to add and subtract. Standards Key ideas and Details Intervention Supports 1.NBT.4 Add within 100, including adding a two-digit number and a A – number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place S – value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method ML – and explain the reasoning used. Understand that in adding numbers, one adds tens and tens, ones and ones; and ML – sometimes it is necessary to compose a ten. A – 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. R – 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in ML – the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties V – of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain A – the reasoning used. Grade 2 Cluster: Understand place value. Standards Key ideas and Details Intervention Supports 2.NBT.1 R –
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. V – ML – Cluster: Use place value understanding and properties of operations to add and subtract. Standards Key ideas and Details Intervention Supports 1.NBT.4 1.NBT.5 1.NBT.6 Add within 100, including adding a two-digit number and a 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 numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 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. A – S – ML – ML – A – R – ML – V – A – Grade 2 Cluster: Understand place value. Standards Key ideas and Details Intervention Supports 2.NBT.1 R –