Number Sense: 100

Ages 4–6 · 15 minutes · Math

Build number sense for the number 100

In this lesson, students will learn about the number 100. They will practice counting up to 100 by tens using crayons, pennies, and gummy bears. They will learn about the hundreds place, and they will gain confidence working with larger numbers. They will also get a short preview of even bigger numbers.

Part of

Number Sense: 21–100

Standards alignment

Common Core State Standards

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a "hundred."
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Alabama

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."
MA19.2.6a — Explain the following three-digit numbers as special cases: 100 can be thought of as a bundle of ten tens, called a "hundred," 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).
MA19.K.2 — Count to 100 by ones beginning with any given number between 0 and 99.

Alaska

1.CC.4 — Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.
K.CC.1 — Count to 100 by ones and by tens.
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).
2.NBT.1.a — 100 can be thought of as a bundle of ten tens --called a "hundred".
K.CC.2 — Count forward beginning from a given number within the known sequence.

Arizona

2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.1 — Count to 100 by ones and by tens.
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.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.").

Arkansas

K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.
1.NPV.1 — Count forward and back within 120 by ones and tens from any given whole number.
1.NPV.3 — Explain the place value of ones and tens in two-digit numbers, using concrete models, diagrams, numbers, or words.
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.
1.NPV.6 — Use mental strategies to find 10 more or 10 less than a given two-digit number.

California

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Colorado

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a “hundred.”
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Connecticut

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Delaware

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.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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
1.NBT.C.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Florida

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.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.1.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by 2s to 20 and by 5s to 100.
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.

Georgia

K.NR.2 — Use count sequences within 100 to count forward and backward in sequence.
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.
K.NR.2.2 — Count forward beginning from any number within 100 and count backward from any number within 20.

Hawaii

2.NBT.A.1a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.1 — Count to 100 by ones and by tens.
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).
1.NBT.C.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Idaho

K.CC.A.1 — Count to 100 by ones and by tens.
1.NBT.A.1 — Starting at a given number, count forward and backwards within 120 by ones. Skip count by twos to 20, by fives to 100, and by tens to 120. In this range, read and write numerals and represent a number of objects with a written numeral.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens—called a “hundred.”
K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.

Illinois

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.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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."

Indiana

K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (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)
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)
2.NS.4 — Define and model a "hundred" as a group of ten tens. Model place value concepts of three-digit numbers, multiples of 100, and equivalent forms of whole numbers using objects and drawings. (E)

Iowa

2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.1 — Count to 100 by ones and by tens.
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.2 — Count forward beginning from any given number within the range of 0–100.
1.NBT.A.1 — Count forward and backward starting with any given number within the range of 0–120, In this range, read and write numerals and represent a number of objects with a written numeral.

Kansas

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.
1.NBT.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
2.NBT.1.a — 100 can be thought of as a bundle of ten tens—called a “hundred.”
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Kentucky

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.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.2.NBT.1.a — 100 can be thought of as a bundle of ten tens — called a “hundred.”
KY.1.NBT.1.a — Count forward to and backward from 120, starting at any number less than 120.

Louisiana

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Maine

K.CC.A.1 — Count to 100 by ones and by tens
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).
2.NBT.A.1a — 100 can be thought of as a bundle of ten tens - called a “hundred.”
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.

Maryland

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Massachusetts

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens—called a "hundred."
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.a — 10 can be thought of as a bundle of ten ones—called a "ten."

Michigan

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.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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
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

1.1.1.2 — 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.
1.1.1.4 — Find a number that is 10 more or 10 less than a given number. For example: Using a hundred grid, find the number that is 10 more than 27.
1.1.2.3 — Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.
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.
1.1.1.3 — Count, with and without objects, forward and backward from any given number up to 120.

Mississippi

K.CC.1 — Count to 100 by ones and by tens.
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).
2.NBT.1.a — 100 can be thought of as a bundle of ten tens — called a “hundred.”
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.

Missouri

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”.
1.NS.A.1 — Count to 120, starting at any number less than 120.
2.NBT.A.2 — Understand that 100 can be thought of as 10 tens – called a “hundred”.

Montana

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.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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."

Nebraska

1.N.2.d — Understand patterns of skip counting by 2s, 5s, and 10s.
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.
1.N.2.a — Count verbally by ones and tens within 120 starting at any given number.
2.N.3.b — Understand 100 as a bundle, collection, or (more abstractly) composition of ten tens and that the three digits of a three- digit number represent a composition of some hundreds, some tens, and some ones.
1.G.3.b — Count collections of like coins (penny, nickel, and dime) relating to patterns of counting by 1s, 5s, and 10s.
1.N.4.d — Mentally find 10 more or 10 less than a two-digit number without having to count and explain the reasoning used.

Nevada

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

New Hampshire

K.CC.A.1 — Count to 100 by ones and by tens.
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

New Jersey

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: 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).
2.NBT.A.1a — 100 can be thought of as a bundle of ten tens — called a “hundred.”
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.

New Mexico

K.CC.A.1 — Count to 100 by ones and by tens.
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

New York

NY-K.CC.1 — Count to 100 by ones and by tens.
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-2.NBT.1.a — Understand 100 can be thought of as a bundle of ten tens, called a “hundred.”
NY-K.CC.2 — Count to 100 by ones beginning from any given number (instead of beginning at 1).

North Carolina

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.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.2.NBT.1 — Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. • Unitize by making a hundred from a collection of ten tens. • 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. • Compose and decompose numbers using various groupings of hundreds, tens, and ones.
NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.1.NBT.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

North Dakota

1.NO.CC.5 — Skip count forward and backward by 5s and 10s from multiples and recognize the patterns of up to 10 skip counts.
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.GM.M.5 — Count collections of coins (pennies, nickels, and dimes) relating to counting patterns by 1s, 5s, and 10s up to one dollar.
1.NO.CC.1 — Count forward by ones and tens from any given point within 120.
1.NO.NBT.1 — Demonstrate that the two digits of a two-digit number represent a composition of some tens and some ones.

Ohio

2.NBT.1.a — 100 can be thought of as a bundle of ten tens - called a “hundred.”
K.CC.1 — Count to 100 by ones and by tens.
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).
1.NBT.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
K.CC.2 — Count forward within 100 beginning from any given number other than 1.

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.1.4 — Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s.
K.N.1.1 — Count aloud forward in sequence to 100 by 1s and 10s.
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.1.6 — Find a number that is 10 more or 10 less than a given number up to 100.

Oregon

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.
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.
2.NBT.A.1 — Understand 100 as a bundle of ten tens and that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

Pennsylvania

CC.2.1.K.A.1 — Know number names and write and recite the count sequence.
CC.2.1.K.A.2 — Apply one-to-one correspondence to count the number of objects.

Rhode Island

K.CC.A.1 — Count to 100 by ones and by tens.
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).

South Carolina

1.NSBT.5 — Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models.
K.NS.1 — Count forward by ones and tens to 100.
2.NSBT.1a — Understand place value through 999 by demonstrating that 100 can be thought of as a bundle (group) of 10 tens called a “hundred”.
K.NS.2 — Count forward by ones beginning from any number less than 100.
1.NSBT.1a — Extend the number sequence to count forward by ones to 120 starting at any number.

South Dakota

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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."

Tennessee

K.CC.A.1 — Count to 100 by ones, fives, and tens. Count backward from 10.
1.NBT.A.1 — Count to 120, by ones, twos, and fives starting at any multiple of that number. Count backward from 20. Read and write numbers to 120 and represent a quantity of objects with a written number.
K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).
2.NBT.A.1 — Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).

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;
1.5B — skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
1.5C — use relationships to determine the number that is 10 more and 10 less than a given number up to 120;
1.2C — use objects, pictures, and expanded and standard forms to represent numbers up to 120;
1.5A — recite numbers forward and backward from any given number between 1 and 120;

Utah

K.CC.1 — Count to 100 by ones and by tens.
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).
2.NBT.1.a — 100 can be thought of as a bundle of ten tens called a "hundred."
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Vermont

K.CC.A.1 — Count to 100 by ones and by tens.
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).
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Virginia

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).
K.NS.1e — Count forward orally by ones, within 100, starting at any given number.
1.NS.1g — Count by ones, fives, or tens to determine the value of a collection of like coins (pennies, nickels, or dimes), whose total value is 100 cents or less.

Washington

K.CC.A.1 — Count to 100 by ones and by tens.

Washington, D.C.

K.CC.A.1 — Count to 100 by ones and by tens.
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.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens — called a "hundred."
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

West Virginia

M.K.1 — Count to 100 by ones and by tens.
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.2.6 — Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens - called a "hundred." b. 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.
M.K.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M.1.9 — 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. Skip count to 120 by 2's. Skip count to 120 by S's and lO's.

Wisconsin

M.K.CC.A.1 — Count to 100 by ones and by tens.
M.K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.2.NBT.A.1 — Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens -- called a "hundred". b. 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).
M.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.

Wyoming

K.CC.A.1.A — Count to 100 by ones and by tens.
1.NBT.E.1.A — Count forward and backward, starting at any number less than 120.
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).
1.NBT.G.5 — Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used .
2.NBT.D.1.A — 100 can be thought of as a bundle of ten tens — called a “hundred.”