6a 2.NBT.1.a 2.NBT.1.a 2.NR.1.1 2.NBT.1.a 2.NBT.1a 2.NBT.1.a 2.NBT.a 6b 2.NBT.1.b 2.NBT.1.b 2.NBT.1.b 2.NBT.1.b 2.NBT.1b 2.NBT.1.b 2.NBT.b CC.2.2.B.1 MA.2.1.2

Place Value 2nd Grade

Alabama Course of Study Standards: 6a
100 can be thought of as a bundle of ten tens, called a “hundred,”
Arkansas Academic Standards: 2.NBT.1.a
Understand that 100 can be thought of as a group of ten tens — called a "hundred"
Common Core State Standards: 2.NBT.1.a Kentucky Academic Standards (KAS): 2.NBT.1.a Mississippi College- and Career-Readiness Standards: 2.NBT.1a
100 can be thought of as a bundle of ten tens — called a "hundred."
Georgia Standards of Excellence (GSE): 2.NR.1.1
Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.
North Carolina - Standard Course of Study: 2.NBT.1.a
Unitize by making a hundred from a collection of ten tens.
New York State Next Generation Learning Standards: 2.NBT.a
Understand 100 can be thought of as a bundle of ten tens, called a "hundred."
Alabama Course of Study Standards: 6b
and 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)
Arkansas Academic Standards: 2.NBT.1.b
Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine groups of 100
Common Core State Standards: 2.NBT.1.b Georgia Standards of Excellence (GSE): 2.NBT.1.b Kentucky Academic Standards (KAS): 2.NBT.1.b Mississippi College- and Career-Readiness Standards: 2.NBT.1b
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).
North Carolina - Standard Course of Study: 2.NBT.1.b
Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.
New York State Next Generation Learning Standards: 2.NBT.b
Understand 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).
Pennsylvania Core Standards: CC.2.2.B.1
Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers.
Florida - Benchmarks for Excellent Student Thinking: MA.2.1.2
Compose and decompose three-digit numbers in multiple ways using hundreds, tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations.

Place Value

Alabama Course of Study Standards: 6a

100 can be thought of as a bundle of ten tens, called a “hundred,”

Arkansas Academic Standards: 2.NBT.1.a

Understand that 100 can be thought of as a group of ten tens — called a "hundred"

Common Core State Standards: 2.NBT.1.a

Kentucky Academic Standards (KAS): 2.NBT.1.a

Mississippi College- and Career-Readiness Standards: 2.NBT.1a

100 can be thought of as a bundle of ten tens — called a "hundred."

Georgia Standards of Excellence (GSE): 2.NR.1.1

Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.

North Carolina - Standard Course of Study: 2.NBT.1.a

Unitize by making a hundred from a collection of ten tens.

New York State Next Generation Learning Standards: 2.NBT.a

Understand 100 can be thought of as a bundle of ten tens, called a "hundred."

Alabama Course of Study Standards: 6b

and 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)

Arkansas Academic Standards: 2.NBT.1.b

Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine groups of 100

Common Core State Standards: 2.NBT.1.b

Georgia Standards of Excellence (GSE): 2.NBT.1.b

Kentucky Academic Standards (KAS): 2.NBT.1.b

Mississippi College- and Career-Readiness Standards: 2.NBT.1b

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).

North Carolina - Standard Course of Study: 2.NBT.1.b

Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.

New York State Next Generation Learning Standards: 2.NBT.b

Understand 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).

Pennsylvania Core Standards: CC.2.2.B.1

Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers.

Florida - Benchmarks for Excellent Student Thinking: MA.2.1.2

Compose and decompose three-digit numbers in multiple ways using hundreds, tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations.

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