# Tenmarks Answer Key Geometry Assignment

**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.

**2.NBT.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:

**2.NBT.2**

Count within 1000; skip-count by 5s, 10s, and 100s.

**2.NBT.3**

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

**2.NBT.4**

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

**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.6**

Add up to four two-digit numbers using strategies based on place value and properties of operations.

**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.8**

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

**2.NBT.9**

Explain why addition and subtraction strategies work, using place value and the properties of operations.3

**3.NBT.1**

Use place value understanding to round whole numbers to the nearest 10 or 100.

**3.NBT.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.

**3.NBT.3**

Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

**5.NBT.5**

Fluently multiply multi-digit whole numbers using the standard algorithm.

**5.NBT.6**

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

**5.NBT.7**

Add, subtract, multiply, and divide decimals to hundredths, 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.

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- Navigate to the “Work” tab and select “Curriculum.”
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Consider using TenMarks Assignments for:

**Previewing concepts:**Use Demo Student to introduce a concept and model effective problem-solving approaches.**Low-stakes individual practice**: Use TenMarks Assignments as classwork or homework to practice concepts taught during instruction.**Group or partner work:**Create assignments with the same questions so that students can work collaboratively.**Formative assessment**: Check for student understanding before, during, and after teaching a math concept. Use Top 3 Common Mistakes to inform whole-class instruction or small-group intervention.**Differentiation:**Create Assignments for individuals or groups of students to review prerequisite skills, reinforce grade-level concepts, or offer opportunities for extension. Once students complete an Assignment, use One-Click Differentiation to automatically assign appropriate Personal Work to students.

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Assignment questions have a variety of formats and levels of difficulty. As they work, students have access to hints and video tutorials. Encourage students to use these embedded supports (they are awarded points when they do so).

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