Number Sense: Up to 60

Ages 4–6 · 11 minutes · Math

Build number sense for the numbers from 31 to 60

In this lesson, students will learn about the numbers from 31 to 60. They will get practice counting up to 60 using math cubes, carrots, butterflies, and owls. They will explore representations of numbers up to 60 using ten rods and ten frames, and they will explore the concept of place value as the numbers increase.

Part of

Number Sense: 21–100

Standards alignment

Common Core State Standards

1.NBT.B.2.c — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Alabama

MA19.1.11 — Explain that the two digits of a two-digit number represent amounts of tens and ones.
MA19.1.11c — Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
MA19.K.1 — Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.
MA19.1.11a — Identify a bundle of ten ones as a "ten."
MA19.1.13a — Add a two-digit number and a one-digit number.

Alaska

1.CC.4 — Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.
1.NBT.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
K.CC.1 — Count to 100 by ones and by tens.
1.NBT.2 — Model and identify place value positions of two digit numbers. Include:
K.CC.2 — Count forward beginning from a given number within the known sequence.

Arizona

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11.").
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Arkansas

1.NPV.3 — Explain the place value of ones and tens in two-digit numbers, using concrete models, diagrams, numbers, or words.
K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.
1.CAR.4 — Use concrete models or drawings to add within 100, including a two-digit number and a one-digit number as well as a two-digit number and a multiple of ten; relate strategy used to a written expression or equation and explain reasoning.
1.NPV.4 — Read, write, and represent whole numbers up to 120, using concrete models or drawings, word form, base ten numerals, and expanded form.

California

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Colorado

1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Connecticut

1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Delaware

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Florida

MA.1.NSO.1.3 — Compose and decompose two-digit numbers in multiple ways using tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations.
MA.K.NSO.2.1 — Recite the number names to 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20.
MA.1.NSO.2.3 — Identify the number that is one more, one less, ten more and ten less than a given two-digit number.
MA.1.NSO.2.4 — Explore the addition of a two-digit number and a one-digit number with sums to 100.

Georgia

K.NR.2.1 — Count forward to 100 by tens and ones and backward from 20 by ones.
1.NR.1.1 — Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NR.1.2 — Explain that the two digits of a 2-digit number represent the amounts of tens and ones.

Hawaii

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Idaho

K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and zero ones).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the “one more” pattern of counting using objects.

Illinois

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Indiana

1.NS.2 — Model place value concepts of two-digit numbers, multiples of 10, and equivalent forms of whole numbers using objects and drawings. (E)
K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (E)
1.CA.3 — Using number sense and place value strategies, add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. Use models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. (E)
1.NS.1 — Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. (E)

Iowa

1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases.
1.NBT.B.2.a — 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Kansas

1.NBT.1 — Count to 120 (recognizing growth and repeating patterns), starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.1 — Count to 100 by ones and by tens and identify as a growth pattern.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Kentucky

KY.1.NBT.2 — Understand the two-digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
KY.1.NBT.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
KY.K.CC.1.a — Count to 100 by ones and by tens.
KY.K.CC.2 — Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).
KY.1.NBT.4 — Add within 100 including adding a two-digit number and a one-digit number. Add a two-digit number and a multiple of 10.

Louisiana

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10.

Maine

1.NBT.B.2c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1)
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2a — 10 can be thought of as a bundle of ten ones - called a “ten.”

Maryland

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Massachusetts

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Michigan

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Minnesota

1.1.1.1 — Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. For example: Recognize the numbers 21 to 29 as 2 tens and a particular number of ones.
1.1.1.2 — Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
1.1.1.3 — Count, with and without objects, forward and backward from any given number up to 120.
1.1.2.3 — Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.

Mississippi

1.NBT.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.1 — Count to 100 by ones and by tens.
1.NBT.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Missouri

1.NBT.A.2 — Understand two-digit numbers are composed of ten(s) and one(s).
K.NS.A.1 — Count to 100 by ones and tens.
1.NBT.A.1 — Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.
K.NS.B.5 — Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Montana

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Nebraska

1.N.2.a — Count verbally by ones and tens within 120 starting at any given number.
1.N.3.a — Understand 10 as a bundle, collection, or (more abstractly) composition of ten ones and that the two digits of a two-digit number represent a composition of some tens and some ones.
1.N.2.d — Understand patterns of skip counting by 2s, 5s, and 10s.
1.N.4.e — Add within 100, including adding a two-digit number and a one-digit number, adding a two-digit number and a multiple of ten, using concrete models, drawings, and strategies that reflect an understanding of place value, the relationship between addition and subtraction, and the properties of operations. Relate the strategy to a written method and explain the reasoning used to solve.
K.N.2.f — Count verbally in sequential order by ones and by tens to 100, making accurate decade transitions (e.g., 89 to 90). K.N.2.g Write and name numbers 0 to 20. Represent a number of objects with a written numeral 0 to 20.

Nevada

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New Hampshire

1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New Jersey

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g., base ten blocks) 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.

New Mexico

1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New York

NY-1.NBT.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
NY-1.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones.
NY-1.NBT.2.c — Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
NY-K.CC.1 — Count to 100 by ones and by tens.
NY-1.NBT.2.a — Understand 10 can be thought of as a bundle of ten ones, called a "ten".

North Carolina

NC.1.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. • Unitize by making a ten from a collection of ten ones. • Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. • 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.
NC.K.CC.1 — Know number names and recognize patterns in the counting sequence by: • Counting to 100 by ones. • Counting to 100 by tens.
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: • A two-digit number and a one-digit number • A two-digit number and a multiple of 10
NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

North Dakota

1.NO.NBT.1 — Demonstrate that the two digits of a two-digit number represent a composition of some tens and some ones.
K.NO.CC.1 — Count verbally in sequential order by ones and tens to 100, making accurate decuple transitions (e.g., 89 to 90). Count verbally forward from any given number within 100.
1.NO.CC.1 — Count forward by ones and tens from any given point within 120.
1.NO.NBT.3 — Add within 100 using a two-digit number and a one-digit number. Use concrete models, drawings, and strategies that reflect an understanding of place value.

Ohio

1.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;” the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones; and the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.1 — Count to 100 by ones and by tens.
K.CC.2 — Count forward within 100 beginning from any given number other than 1.
1.NBT.4 — Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and sometimes it is necessary to compose a ten.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Oklahoma

1.N.1.2 — Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens.
1.N.1.3 — Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures, tally marks, number lines, and manipulatives.
1.N.1.4 — Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s.
1.N.1 — Count, compare, and represent whole numbers up to 100, with an emphasis on grouping in terms of tens and ones.

Oregon

1.NBT.B.2 — Understand 10 as a bundle of ten ones and that the two digits of a two-digit number represent amounts of tens and ones.
K.NCC.A.1 — Orally count to 100 by ones and by tens in sequential order.
K.NCC.A.2 — Count forward beginning from a given number within 100 of a known sequence.
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Pennsylvania

CC.2.1.1.B.2 — Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers.
CC.2.1.K.A.1 — Know number names and write and recite the count sequence.
CC.2.1.1.B.1 — Extend the counting sequence to read and write numerals to represent objects.
CC.2.1.K.A.2 — Apply one-to-one correspondence to count the number of objects.

Rhode Island

1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

South Carolina

1.NSBT.2a — Understand place value through 99 by demonstrating that ten ones can be thought of as a bundle (group) called a “ten”.
K.NS.1 — Count forward by ones and tens to 100.
1.NSBT.1c — Extend the number sequence to read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form.
1.NSBT.2b — Understand place value through 99 by demonstrating that the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones.
K.NS.2 — Count forward by ones beginning from any number less than 100.

South Dakota

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.C.4.a — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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.
1.NBT.B.2.a — 10 can be thought of as a bundle of ten ones — called a "ten."

Tennessee

K.CC.A.1 — Count to 100 by ones, fives, and tens. Count backward from 10.
K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).
1.NBT.B.3 — Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones).
1.NBT.C.5 — Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.

Texas

1.2B — use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
1.2C — use objects, pictures, and expanded and standard forms to represent numbers up to 120;
1.3A — use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;
1.5B — skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
1.5A — recite numbers forward and backward from any given number between 1 and 120;

Utah

1.NBT.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.1 — Count to 100 by ones and by tens.
K.CC.5 — Use counting to answer questions about "how many." For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects.

Vermont

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
1.NBT.B.2.a — 10 can be thought of as a bundle of ten ones — called a "ten."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Virginia

K.NS.1d — Count forward orally by ones from 0 to 100.
K.NS.1j — Group a collection of up to 100 objects (e.g., counters, pennies, cubes) into sets of ten and count by tens to determine the total (e.g., there are 3 groups of ten and 6 leftovers, 36 total objects).
1.NS.1c — Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).
1.NS.2d — Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
K.NS.1e — Count forward orally by ones, within 100, starting at any given number.

Washington

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Washington, D.C.

1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.c — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1 — Count to 100 by ones and by tens.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

West Virginia

M.1.10 — Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones - called a "ten." (e.g., A group of ten pennies is equivalent to a dime.) b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. c. The numbers 10, 20, 30, 40, SO, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
M.K.1 — Count to 100 by ones and by tens.
M.K.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M.1.12 — Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Wisconsin

M.1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones-called a "ten." b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
M.K.CC.A.1 — Count to 100 by ones and by tens.
M.1.NBT.C.4 — Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
M.K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Wyoming

1.NBT.E.1.A — Count forward and backward, starting at any number less than 120.
1.NBT.F.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.F.2.C — The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
K.CC.A.1.A — Count to 100 by ones and by tens.
1.NBT.G.4.A — Including adding a two-digit number and a one-digit number.
K.CC.B.4.C — Understand that each successive number name refers to a quantity that is one more, and each previous number name refers to a quantity that is one less.