Common Core Alignment:.

1.NBT.2:

Number And Operations In Base Ten

Understand Place Value.

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

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

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

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).

1.NBT.2a:

Number And Operations In Base Ten

Understand Place Value.

10 can be thought of as a bundle of ten ones - called a "ten." b.

1.OA.6:

Operations And Algebraic Thinking

Add And Subtract Within 20.

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

K.CC.2:

Counting And Cardinality

Know Number Names And The Count Sequence.

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.3:

Counting And Cardinality

Know Number Names And The Count Sequence.

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.4a:

Counting And Cardinality

Count To Tell The Number Of Objects.

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.NBT.1:

Number And Operations In Base Ten

Work With Numbers 11-19 To Gain Foundations For Place Value.

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.