Instructional Alignment Chart (K-2)
Domain: Number and Operations in Base Ten
A. Cluster for Grade/Course:
B. Cluster for Grade/Course:
K.NBT.A: Work with numbers 11-19 to gain
foundations for place value. 1. 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 (such as 18 = 10 + 8); understand
that these numbers are composed of ten ones
and one, two, three, four, five, six, seven,
eight, or nine ones
1.NBT.B Understand place value. 2.
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; and 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). 3. Compare two twodigit numbers based on meanings of the tens
and ones digits, recording the results of
comparisons with the symbols >, =, and <.
D. Changes
C. Cluster for Grade/Course:
2.NBT.A Understand place value (1)
Understand that the three digits of a threedigit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand the following as
special cases: a) 100 can be thought of as a
bundle of ten tens — called a “hundred;" and
b) 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)(2) Count within
1000; skip-count by 5s, 10s, and 100s.(3)
Read and write numbers to 1000 using baseten numerals, number names, and expanded
form.4. Compare two three-digit numbers
based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to
record the results of comparisons.
E. Changes
K-ten and some more; specify how many more in 1st
K-no bundling
Move from single to two digit numbers
1- bundling of tens
1-using ten and specific one number
1-tens, one ten, two tens, etc.
1-comparing 2-digit numbers
F.
2-conceptual language one hundred, two hundred
2-bundling of 100s
2-compare 2-digit to 3-digit
2-number line
Skip counting
Place value-expanded form
Levels of Instruction (Kindergarten)
Provide Developmental Activities
-Math Journal-problem solving together (modeling, pictures, adding numeral equations)
-Tens frames-model numbers with tens frame/double ten frame
-Tens frames-numeral-decomposing/composing-using manipulatives
-Dice game-rolling dice composing numbers-creating numbers on a ten frame or find number on a number line or graph
G.
Implications for Instruction and Assessment (Kindergarten)
Using tens frame-numeral cards-assessment; student who work
Using number line or graph of numbers-using dice and manipulatives to add/subtract
Consider students’ learning engagement and use what students know about tens frames and numbers
Identify the Standards for Mathematical Practice that will be used to approach the content.
Adapted from A Study of the Common Core State Standards developed by the Charles A. Dana Center at the University of Texas
at Austin
Instructional Alignment Chart (K-2)
Domain: Number and Operations in Base Ten
A. Cluster for Grade/Course:
B. Cluster for Grade/Course:
K.NBT.A: Work with numbers 11-19 to gain
foundations for place value. 1. 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 (such as 18 = 10 + 8); understand
that these numbers are composed of ten ones
and one, two, three, four, five, six, seven,
eight, or nine ones
1.NBT.B Understand place value. 2.
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; and 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). 3. Compare two twodigit numbers based on meanings of the tens
and ones digits, recording the results of
comparisons with the symbols >, =, and <.
D. Changes
C. Cluster for Grade/Course:
2.NBT.A Understand place value (1)
Understand that the three digits of a threedigit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand the following as
special cases: a) 100 can be thought of as a
bundle of ten tens — called a “hundred;" and
b) 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)(2) Count within
1000; skip-count by 5s, 10s, and 100s.(3)
Read and write numbers to 1000 using baseten numerals, number names, and expanded
form.4. Compare two three-digit numbers
based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to
record the results of comparisons.
E. Changes
K-ten and some more; specify how many more in 1st
K-no bundling
Move from single to two digit numbers
1- bundling of tens
1-using ten and specific one number
1-tens, one ten, two tens, etc.
1-comparing 2-digit numbers
F.
2-conceptual language one hundred, two hundred
2-bundling of 100s
2-compare 2-digit to 3-digit
2-number line
Skip counting
Place value-expanded form
Levels of Instruction (First Grade)
Provide Reinforcement Activities
Understands tens and ones—compose and decompose numbers 11-19
Pictures
Tens frames
Tens and Ones blocks
Provide Developmental Activities
<, >, =
100s chart, Number lines
Decade numbers
G.
Implications for Instruction and Assessment (First Grade)
Oral counting needs to be fluent
Layer cards for place value
Recognizing numbers
Creating “teen” numbers
Math Mountain (number bond)
Give students time to explain
Relate problems to life
Identify the Standards for Mathematical Practice that will be used to approach the content.
Adapted from A Study of the Common Core State Standards developed by the Charles A. Dana Center at the University of Texas
at Austin
Instructional Alignment Chart (K-2)
Domain: Number and Operations in Base Ten
A. Cluster for Grade/Course:
B. Cluster for Grade/Course:
K.NBT.A: Work with numbers 11-19 to gain
foundations for place value. 1. 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 (such as 18 = 10 + 8); understand
that these numbers are composed of ten ones
and one, two, three, four, five, six, seven,
eight, or nine ones
1.NBT.B Understand place value. 2.
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; and 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). 3. Compare two twodigit numbers based on meanings of the tens
and ones digits, recording the results of
comparisons with the symbols >, =, and <.
D. Changes
C. Cluster for Grade/Course:
2.NBT.A Understand place value (1)
Understand that the three digits of a threedigit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand the following as
special cases: a) 100 can be thought of as a
bundle of ten tens — called a “hundred;" and
b) 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)(2) Count within
1000; skip-count by 5s, 10s, and 100s.(3)
Read and write numbers to 1000 using baseten numerals, number names, and expanded
form.4. Compare two three-digit numbers
based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to
record the results of comparisons.
E. Changes
K-ten and some more; specify how many more in 1st
K-no bundling
Move from single to two digit numbers
1- bundling of tens
1-using ten and specific one number
1-tens, one ten, two tens, etc.
1-comparing 2-digit numbers
F.
2-conceptual language one hundred, two hundred
2-bundling of 100s
2-compare 2-digit to 3-digit
2-number line
Skip counting
Place value-expanded form
Levels of Instruction (Second Grade)
Provide Reinforcement Activities
Understand 3-digit numbers build on understanding of 2-digit numbers
Emphasize concrete objects, pictures
Work with base 10 blocks, place value charts, numeral expanders
Reinforce 2-digit understanding with number line and 100s chart
Provide Drill and Practice Activities
On building numbers toward the end of the students’ experiences
G.
Implications for Instruction and Assessment (Second Grade)
Use what students know about 2-digit numbers
Emphasize repeated bundling, work with different ways to build numbers
Use all base 10 models/tools to reinforce quantities
Combine and cross reference tool sin practice
Identify the Standards for Mathematical Practice that will be used to approach the content.
Adapted from A Study of the Common Core State Standards developed by the Charles A. Dana Center at the University of Texas
at Austin
Instructional Alignment Chart (K-2)
Adapted from A Study of the Common Core State Standards developed by the Charles A. Dana Center at the University of Texas
at Austin