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Subtracting Multiples of 10

1st Grade

Alabama Course of Study Standards: 15

Subtract multiples of 10 from multiples of 10 in the range 10-90 (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.

Arkansas Academic Standards: 1.NBT.C.6

Subtract multiples of 10 from multiples of 10 (both in the range of 10-90) using concrete models or drawings, relate the strategy to a written method, and explain the reasoning used

Note: Strategies should be based on place value, properties of operations, and the relationship between addition and subtraction.

Note: Differences should be zero or positive.

Arizona - K-12 Academic Standards: 1.NBT.C.6

Subtract multiples of 10 in the range of 10 to 90 (positive or zero differences), using objects 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 form.

Common Core State Standards: 1.NBT.C.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (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.

Georgia Standards of Excellence (GSE): 1.NR.5.3

Add and subtract multiples of 10 within 100.

North Carolina - Standard Course of Study: 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:
  • Concrete models and drawings
  • Number lines
  • Strategies based on place value
  • Properties of operations
  • The relationship between addition and subtraction

New York State Next Generation Learning Standards: 1.NBT.6

Subtract multiples of 10 from multiples of 10 in the range 10-90 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 used to a written representation and explain the reasoning.
Note on and/or: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between addition and subtraction. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, or the relationship between addition and subtraction.
Note: A written representation is any way of showing a strategy using words, pictures, or numbers.

Tennessee Academic Standards: 1.NBT.C.6

Subtract multiples of 10 from multiples of 10 in the range 10-90 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Pennsylvania Core Standards: CC.2.1.1.B.3

Use place-value concepts and properties of operations to add and subtract within 100.
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