CCSS.MATH.CONTENT.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:

CCSS.MATH.CONTENT.2.NBT.A.1.A - 100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.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).

CCSS.MATH.CONTENT.2.NBT.A.2 - Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.MATH.CONTENT.2.NBT.A.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.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.2.NBT.B.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.2.NBT.B.8 - Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

CCSS.MATH.CONTENT.2.NBT.B.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.