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Tens and Ones
1st Grade
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Alabama Course of Study Standards:
11
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Explain that the two digits of a two-digit number represent amounts of tens and ones.- Identify a bundle of ten ones as a “ten.”
- Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine
ones.
- 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).
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Arizona Academic Standards:
1.NBT.B.2
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Understand that the two digits of a two-digit number represent groups of tens and ones. Understand the
following as special cases: - 10 can be thought of as a group 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.
- 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).
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Common Core State Standards:
1.NBT.B.2
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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.
- 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).
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Georgia Standards of Excellence (GSE):
1.NR.1.2
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Explain that the two digits of a 2-digit number represent the amounts of tens and ones. |
Illinois Learning Standards:
1.NBT.2
Kentucky Academic Standards (KAS):
1.NBT.2
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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.
- 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).
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Louisiana Academic Standards:
1.NBT.B.2
Mississippi College- and Career-Readiness Standards:
1.NBT.2
Washington - K-12 Learning Standards:
1.NBT.2
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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.
- 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).
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Missouri Learning Standards:
1.NBT.2
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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.
- 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).
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North Carolina - Standard Course of Study:
1.NBT.2
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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.
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New York State Next Generation Learning Standards:
1.NBT.2
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Understand that the two digits of a two-digit number represent amounts of tens and ones. - Understand 10 can be thought of as a bundle of ten ones, called a "ten".
- Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- 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).
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Ohio's Learning Standards:
1.NBT.2
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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). |
Tennessee Academic Standards:
1.NBT.B.2
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Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones). |
Wisconsin Academic Standards:
1.NBT.B.2
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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.
- 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).
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Pennsylvania Core Standards:
CC.2.1.1.B.2
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Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. |
Georgia Standards of Excellence (GSE):
1.NR.1.2
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Explain that the two digits
of a 2-digit number
represent the amounts of
tens and ones |
Arkansas Academic Standards:
1.NPV.3
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Explain the place value of ones and tens in two-digit numbers using concrete models, diagrams, numbers, or words. |
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