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STANDARDS

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US-NC

Math

North Carolina Math

Grade 1: Number and Operations in Base Ten

Extend and recognize patterns in the counting sequence.

NC.1.NBT.1

Not covered
Count to 150, starting at any number less than 150.
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NC.1.NBT.7

Not covered
Read and write numerals, and represent a number of objects with a written numeral, to 100.
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Understand place value.

NC.1.NBT.2

Understand that the two digits of a two-digit number represent amounts of tens and ones.

NC.1.NBT.2.a

Not covered
Unitize by making a ten from a collection of ten ones.
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NC.1.NBT.2.b

Not covered
Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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NC.1.NBT.2.c

Not covered
Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
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NC.1.NBT.3

Fully covered
Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations.

NC.1.NBT.4

Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations:

NC.1.NBT.4.a

Not covered
A two-digit number and a one-digit number
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NC.1.NBT.4.b

Fully covered
A two-digit number and a multiple of 10

NC.1.NBT.5

Not covered
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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NC.1.NBT.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using:

NC.1.NBT.6.a

Not covered
Concrete models and drawings
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NC.1.NBT.6.b

Not covered
Number lines
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NC.1.NBT.6.c

Not covered
Strategies based on place value
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NC.1.NBT.6.d

Not covered
Properties of operations
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NC.1.NBT.6.e

Not covered
The relationship between addition and subtraction
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