Subtracting Multiples of 10
1st Grade


Alabama Course of Study Standards:
15

Subtract multiples of 10 from multiples of 10 in the range 1090 (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 1090) 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  K12 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 1090 from multiples of 10 in the range 1090 (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 1090 from multiples of 10 in the range 1090, 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 1090 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 1090 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 placevalue concepts and properties of operations to add and subtract within 100. 
