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Tens and Ones

1st Grade

Alabama Course of Study Standards: 11

Explain that the two digits of a two-digit number represent amounts of tens and ones.
  1. Identify a bundle of ten ones as a “ten.”
  2. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Arkansas Academic Standards: 1.NBT.B.2

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

Arizona Academic Standards: 1.NBT.B.2

Understand that the two digits of a two-digit number represent groups of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a group of ten ones — called a “ten”.
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Common Core State Standards: 1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a bundle of ten ones — called a "ten."
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Georgia Standards of Excellence (GSE): 1.NR.1.2

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

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a bundle of ten ones — called a "ten."
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Louisiana Academic Standards: 1.NBT.B.2

Mississippi College- and Career-Readiness Standards: 1.NBT.2

Washington - K-12 Learning Standards: 1.NBT.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a bundle of ten ones — called a "ten."
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Missouri Learning Standards: 1.NBT.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a bundle of ten ones — called a "ten."
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

North Carolina - Standard Course of Study: 1.NBT.2

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.

New York State Next Generation Learning Standards: 1.NBT.2

Understand that the two digits of a two-digit number represent amounts of tens and ones.
  1. Understand 10 can be thought of as a bundle of ten ones, called a "ten".
  2. Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Ohio's Learning Standards: 1.NBT.2

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

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

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
  1. 10 can be thought of as a bundle of ten ones—called a "ten."
  2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  3. 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).

Pennsylvania Core Standards: CC.2.1.1.B.2

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

Explain that the two digits of a 2-digit number represent the amounts of tens and ones
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