Assess students on the following standards using this assessment:
MAFS.1.NBT.2.2 Understand that the two digits of a two-digit number represent amounts of
tens and ones.
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).
d. Decompose two-digit numbers in multiple ways (e.g., 64 can be
decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).
MAFS.1.NBT.3.4 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.