Number & Operationsin Base Ten (NBT) Extend the counting sequence. CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120,
starting at any number less than 120. In this range, read and write numerals
and represent a number of objects with a written numeral. Understand place value. CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the
two digits of a twodigit number represent amounts of tens and ones. Understand
the following as special cases: CCSS.MATH.CONTENT.1.NBT.B.2.A
10
can be thought of as a bundle of ten ones — called a "ten." CCSS.MATH.CONTENT.1.NBT.B.2.B
The
numbers from 11 to 19 are composed of a ten and one, two, three, four, five,
six, seven, eight, or nine ones. CCSS.MATH.CONTENT.1.NBT.B.2.C
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). CCSS.MATH.CONTENT.1.NBT.B.3
Compare
two twodigit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <. Use place value understanding
and properties of operations to add and subtract. CCSS.MATH.CONTENT.1.NBT.C.4
Add
within 100, including adding a twodigit number and a onedigit number, and
adding a twodigit 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
twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is
necessary to compose a ten. CCSS.MATH.CONTENT.1.NBT.C.5
Given
a twodigit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
CCSS.MATH.CONTENT.1.NBT.C.6
Subtract
multiples of 10 in the range 1090 from multiples of 10 in the range 1090
(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.
Number
& Operations Base Ten

CCSS

EDM Lessons

EDM Assessment
Part A

Unit Assessment

NJ MODEL UNIT

Benchmark MP

1.NBT.1

1.1, 1.2, 1.4, 1.5, 1.7, 1.8, 1.9, 1.10, 1.12,
1.13, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.11, 2.13, 3.6, 4.10, 5.1, 9.1,
9.3, 10.7, Project 3, Project 5


Unit 11 Unit 12 Bench MP1 Bench MP4

1,2,4,5

1,4

1.NBT.2

5.1, 5.2, 5.3, 5.5, 5.6, 5.8, 5.9, 6.6, 8.2,
8.3, 8.4, 8.5, 10.4, 10.7


Unit 31 Unit 32 Bench MP3

1,3

3

1.NBT.3

1.6, 5.3, 5.6, 5.7, 8.1, 8.2, 10.3


Bench MP2

3

2

1.NBT.4

2.1, 2.13, 3.9, 4.2, 5.5, 5.8, 6.4, 6.9, 8.4,
8.5, 9.2, 9.3, 9.4, 10.3, 10.4, 10.6, Project 9


Unit 41 Bench MP4

3

4

1.NBT.5

3.9, 8.5, 8.6, 9.1, 9.2, 9.3, 9.5, 10.4, 10.6,
10.7


Unit 31 Unit 32 Bench MP3

3

3

1.NBT.6

8.4, 8.6, 9.2, 9.3, 9.4, 10.4, 10.6, Project 9


Unit 31 Unit 32 Bench MP3

3

3

2.NBT.1



Unit 31 Unit 32 Bench MP3



2.NBT.2

1.1, 1.2, 1.3, 1.5, 1.7, 1.8, 1.9, 1.10,
2.10, 7.1


Unit 11 Unit 12 Bench MP1

1, 2, 3

1

2.NBT.4

1.11, 3.1, 10.10


Bench MP2

1

2

2.NBT.8

1.8, 10.8, 10.9


Unit 12 Bench MP1 Unit 41 Bench MP4

4

1,4

