More Subtraction with Borrowing

Ages 6–9 · 16 minutes · Math

Use borrowing with more challenging subtraction problems

More subtraction with borrowing, this time going into 3-digit numbers. If a student already knows how to do subtraction with borrowing, they are ready for this lesson.

Part of

2-Digit Arithmetic

Standards alignment

Common Core State Standards

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Alabama

MA19.2.12 — Add and subtract within 1000 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.
MA19.2.12a — Explain that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
MA19.2.1 — Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.
MA19.2.10 — Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MA19.2.14 — Explain why addition and subtraction strategies work, using place value and the properties of operations.

Alaska

2.NBT.7 — Add and subtract using numbers up to 1000. Use: • concrete models or drawings and strategies based on place value • properties of operations • and/or relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Demonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and ones are added or subtracted and sometimes it is necessary to compose a ten from ten ones or a hundred from ten tens.
2.NBT.9 — Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations.
2.NBT.5 — Fluently add and subtract using numbers up to 100. Use: • strategies based on place value • properties of operations • and/or the relationship between addition and subtraction.
3.NBT.2 — Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.2 — Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers.

Arizona

2.NBT.B.7 — Demonstrate understanding of addition and subtraction within 1000, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. See Table 1.
3.NBT.A.2 * — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.

Arkansas

3.CAR.1 — Use computational fluency to add and subtract three-digit whole numbers, using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.CAR.2 — Use computational fluency to add and subtract within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction.
2.CAR.6 — Use concrete models, drawings, or equations to solve addition and subtraction problems within 1000.

California

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Colorado

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Connecticut

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Delaware

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Florida

MA.2.NSO.2.3 — Add two whole numbers with sums up to 100 with procedural reliability. Subtract a whole number from a whole number, each no larger than 100, with procedural reliability.
MA.2.NSO.2.4 — Explore the addition of two whole numbers with sums up to 1,000. Explore the subtraction of a whole number from a whole number, each no larger than 1,000.
MA.2.AR.1.1 — Solve one- and two-step addition and subtraction real-world problems.
MA.2.NSO.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.
MA.3.NSO.2.1 — Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency.

Georgia

2.NR.2 — Apply multiple part-whole strategies, properties of operations and place value understanding to solve real-life, mathematical problems involving addition and subtraction within 1,000.
2.NR.2.3 — Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.
2.NR.2.4 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.PAR.2.1 — Fluently add and subtract within 1000 to solve problems.
2.NR.1.1 — Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.

Hawaii

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Idaho

2.NBT.B.7 — Add and subtract whole numbers within 1,000, by using physical, visual, and symbolic representations, with an emphasis on place value, properties of operations, and/or the relationships between addition and subtraction.
2.NBT.B.7.a — Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
2.NBT.B.7.b — Understand that sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.A.1.a — 100 can be thought of as a bundle of ten tens—called a “hundred.”
2.NBT.B.5 — Fluently add and subtract whole numbers within 100 using understanding of place value and properties of operations.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.

Illinois

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Indiana

2.CA.2 — Using number sense and place value strategies, add and subtract within 1,000, including composing and decomposing tens and hundreds. Use models, 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.
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)
3.CA.1 — Fluently add and subtract multi-digit whole numbers using strategies and algorithms based on place value, properties of operations, and relationships between addition and subtraction.
3.CA.2 — Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). (E)

Iowa

2.NBT.B.7 — Add and subtract within 1,000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Note: Fluency of this standard is critical by the end of grade level.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and twostep word problems involving the problem types listed below, with unknowns in all positions, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. • Adding to. • Taking from. • Putting together. • Taking apart. • Comparing. (See Problem Types Table 1 in Appendix A)
3.NBT.A.2 — Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. For example, 412 - 13 =412 -12 -1 = 400 -1 =399; 505+70 = 575. Note: Fluency of this standard is critical by the end of grade level.

Kansas

2.NBT.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, like base-ten units such as hundreds and hundreds, tens and tens, ones and ones are used; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.5 — Fluently (efficiently, accurately, and flexibly) add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.).
2.NBT.9 — Explain why addition and subtraction strategies work using place value and the properties of operations. The explanations given may be supported by drawings or objects.
3.NBT.2 — Fluently (efficiently, accurately, & flexibly) add and subtract within 1000 using strategies (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.) and algorithms (including, but not limited to: traditional, partial-sums, etc.) based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.1.c — Show flexibility in composing and decomposing hundreds, tens and ones (e.g. 207 can be composed from 2 hundreds 7 ones OR 20 tens 7 ones OR 207 ones OR 1 hundred 10 tens 7 ones OR 1 hundred 9 tens 17 ones, etc.)

Kentucky

KY.2.NBT.7 — Add and subtract within 1000.
KY.2.NBT.7.a — Represent and solve addition and subtraction problems using… • concrete models or drawings; • strategies based on place value; • properties of operations; • the relationship between addition and subtraction and; • relate drawings and strategies to expressions or equations.
KY.2.NBT.7.b — Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
KY.2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.
KY.2.NBT.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.

Louisiana

2.NBT.B.7 — Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; justify the reasoning used with a written explanation. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Maine

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.A.1a — 100 can be thought of as a bundle of ten tens - called a “hundred.”

Maryland

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Massachusetts

2.NBT.B.7 — Add and subtract within 1,000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5.

Michigan

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Minnesota

3.1.2.1 — Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.
3.1.2.2 — Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. For example: The calculation 117 – 83 = 34 can be checked by adding 83 and 34.
2.1.2.4 — Use mental strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. For example: Using decomposition, 78 + 42, can be thought of as: 78 + 2 + 20 + 20 = 80 + 20 + 20 = 100 + 20 = 120 and using expanded notation, 34 - 21 can be thought of as: 30 + 4 – 20 – 1 = 30 – 20 + 4 – 1 = 10 + 3 = 13.
2.1.2.5 — Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits.
2.1.1.2 — Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. For example: Writing 853 is a shorter way of writing 8 hundreds + 5 tens + 3 ones.

Mississippi

2.NBT.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.2 — Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts.

Missouri

2.NBT.B.8 — Add or subtract within 1000, and justify the solution.
2.NBT.A.1 — Understand three-digit numbers are composed of hundreds, tens and ones.
2.NBT.B.6 — Demonstrate fluency with addition and subtraction within 100.
3.NBT.A.3 — Demonstrate fluency with addition and subtraction within 1000.

Montana

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Nebraska

2.N.4.e — Add and subtract within 1,000 using concrete models, drawings, and strategies that reflect an understanding of place value and the properties of operations.
3.A.1.a — Add and subtract up to four-digit whole numbers with or without regrouping using strategies based on place value and algorithms.
2.N.4.a — Fluently add and subtract within 20.
2.N.4.b — Add and subtract within 100 strategies based on place value including properties of operations, relationships between addition and subtraction, and algorithms.

Nevada

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

New Hampshire

2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

New Jersey

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and or the relationship between addition and subtraction.

New Mexico

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

New York

NY-2.NBT.7.a — Add and subtract within 1000, 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 representation.
NY-2.NBT.7.b — Understand that in adding or subtracting up to three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds.
NY-2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
NY-2.NBT.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
NY-3.NBT.2 — Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

North Carolina

NC.2.NBT.7 — Add and subtract, within 1,000, relating the strategy to a written method, using: • Concrete models or drawings • Strategies based on place value • Properties of operations • Relationship between addition and subtraction
NC.2.NBT.5 — Demonstrate fluency with addition and subtraction, within 100, by: • Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Comparing addition and subtraction strategies, and explaining why they work. • Selecting an appropriate strategy in order to efficiently compute sums and differences.
NC.3.NBT.2 — Add and subtract whole numbers up to and including 1,000. • Use estimation strategies to assess reasonableness of answers. • Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. • Use expanded form to decompose numbers and then find sums and differences.
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.

North Dakota

2.NO.NBT.4 — Subtract within 100 using place value strategies and/or the relationship between addition and subtraction.
3.NO.NBT.3 — Add and subtract within 1000 using place value strategies, algorithms, and/or the relationship between addition and subtraction.
2.NO.NBT.1 — Understand that the three digits of a three-digit number represent a composition of some hundreds, some tens, and some ones.
2.AR.OA.1 — Automatically add and subtract within 20.

Ohio

2.NBT.7 — Add and subtract within 1,000, 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 in adding or subtracting three-digit numbers, hundreds are added or subtracted from hundreds, tens are added or subtracted from tens, ones are added or subtracted from ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.
3.NBT.2 — Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Oklahoma

3.N.2.3 — Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract up to five-digit numbers (answer not to exceed 100,000).
3.N.2.5 — Use addition and subtraction to solve problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction and the context of the problem to assess the reasonableness of results.
2.N.2.4 — Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers.

Oregon

2.NBT.B.5 — Fluently add & subtract within 100 using accurate, efficient, & flexible strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.7 — Add and subtract within 1000 using concrete or visual representations 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 why sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.9 — Explain why strategies to add and subtract work using properties of operations and the relationship between addition and subtraction.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step problems in authentic contexts by using drawings and equations with a symbol for the unknown.
2.OA.B.2 — Fluently add and subtract within 20 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.

Pennsylvania

CC.2.1.2.B.3 — Use place-value understanding and properties of operations to add and subtract within 1000.
CC.2.2.2.A.1 — Represent and solve problems involving addition and subtraction within 100.
CC.2.1.3.B.1 — Apply place-value understanding and properties of operations to perform multi-digit arithmetic.

Rhode Island

2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5.

South Carolina

2.NSBT.5 — Add and subtract fluently through 99 using knowledge of place value and properties of operations.
2.NSBT.7 — Add and subtract through 999 using concrete models, drawings, and symbols which convey strategies connected to place value understanding.
2.ATO.1 — Solve one- and two-step real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 99 with unknowns in all positions.
2.NSBT.1c — Understand place value through 999 by demonstrating that three-digit numbers can be decomposed in multiple ways (e.g., 524 can be decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4 ones, etc.).
2.PS.2d — Connect the meaning of mathematical operations to the context of a given situation.

South Dakota

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by words, drawings or objects.)
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Tennessee

2.NBT.C.7 — Add and subtract within 1000 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used. (Explanations may include words, drawing, or objects.)
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.5 — Fluently add and subtract within 100 using properties of operations, strategies based on place value, and/or the relationship between addition and subtraction.

Texas

2.4C — solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and
2.4B — add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;
3.4A — solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
2.2A — use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

Utah

2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.7 — Add and subtract within 1,000 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, and ones and ones, and that it is sometimes necessary to compose or decompose tens or hundreds.
2.NBT.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects
2.NBT.1.a — 100 can be thought of as a bundle of ten tens called a "hundred."
3.NBT.2 — Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Vermont

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Virginia

3.CE.1c — Apply strategies (e.g., place value, properties of addition, other number relationships) and algorithms, including the standard algorithm, to determine the sum or difference of two whole numbers where addends and minuends do not exceed 1,000.
3.CE.1e — Represent, solve, and justify solutions to single-step and multistep contextual problems involving addition and subtraction with whole numbers where addends and minuends do not exceed 1,000.
3.CE.1 — The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtraction with whole numbers where addends and minuends do not exceed 1,000. Students will demonstrate the following Knowledge and Skills:
2.NS.2d — Investigate and explain the ten-to-one relationships among ones, tens, and hundreds, using models.

Washington

2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Washington, D.C.

2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.7 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

West Virginia

M.2.12 — Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds.
M.2.10 — Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.
M.2.14 — Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects.
M.3.13 — Fluently (efficiently, flexibly, and accurately) add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Wisconsin

M.2.NBT.B.7 — Add and subtract within 1,000, 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. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
M.2.NBT.B.5 — Flexibly and efficiently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. In Grade 2, subtraction with decomposition is an exception and may include drawings or representations.
M.2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. These explanations may be supported by drawings or objects.
M.3.NBT.A.2 — Flexibly and efficiently add and subtract within 1,000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Wyoming

2.NBT.E.7 — Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of addition, and/or the relationship between addition and subtraction:
2.NBT.E.7.B — Understand that in adding or subtracting three-digit numbers, add or subtract hundreds and hundreds, tens and tens, ones and ones.
2.NBT.E.7.C — Understand that sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.E.5 — Add and subtract within 100 using strategies based on place value, properties of addition, and/or the relationship between addition and subtraction.
2.NBT.E.9 — Explain why addition and subtraction strategies work, using place value and the properties of addition. (Explanations may be supported by drawings, objects, or written form.)
3.NBT.E.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of addition, and/or the relationship between addition and subtraction.