# MAT-00 "I can ... statements"

 (NBT) Number and Operation in Base Ten Categories All categories Not categorized (CC) Counting and Cardinality (G) Geometry (MD) Measurement and Data (NBT) Number and Operation in Base Ten (OA) Operations and Algebraic Thinking Prioritized Standards

# Number and Operation in Base Ten

## Narrative for the (NBT) Number and Operation in Base Ten

Students’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them.

In Kindergarten, teachers help children lay the foundation for understanding the base-ten system by drawing special attention to 10. Children learn to view the whole numbers 11 through 19 as ten ones and some more ones. They decompose 10 into pairs such as 1 9, 2 8, 3 7 and find the number that makes 10 when added to a given number such as 3. Students use objects, math drawings, and equations to describe, explore, and explain how the “teen numbers,” the counting numbers from 11 through 19, are ten ones and some more ones.

## Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

#### MAT-00.NBT.01

 MAT-00 Targeted Standards(NBT) Domain: Number and Operation in Base Ten Cluster: Work with numbers 11­-19 to gain foundations for place value. MAT-00.NBT.01 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);.

## Student Learning Targets:

### Reasoning Targets

• I can understand numbers 11-19 are made of a group of ten ones plus some more ones.

### Skills (Performance) Targets

• I can show how many tens and how many ones make a written number.
• I can show you how many ones make a ten.
• I can break a number apart to show tens and ones.
• I can write the number a base ten picture shows.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to compose and decompose numbers, identify the number of tens and ones, and identify the value of digits in a number within 100. (1st grade) - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to correctly decompose numbers 11-19 into a group of ten and ones. I can show how many tens and how many ones make a written number. I can break a number apart to show a ten and ones. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to correctly write numbers 11-19 given a base ten model (objects or drawings) of the number. I can write the number a base ten picture or model shows. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to identify objects or drawings that represent a ten and some more ones, but may have a simple counting error. I can show the picture or objects that tell how many tens and how many ones are asked for. I can show how many ones make a ten. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• number words (one - nineteen)
• left overs
• 10 = ten ones
• tens
• ones