Georgia 1.NR.1.2
The Standard
Explain that the two digits of a 2-digit number represent the amounts of tens and ones.
Georgia's K-12 Mathematics Standards · Extend the count sequence to 120. Read, write, and represent numerical values to 120 and compare numerical values to 100.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students break a two-digit number into groups of ten and leftover ones. They explain how each digit shows an amount based on its place.
What Mastery Looks Like
- Given a number such as 58, a student builds or draws 5 groups of ten and 8 ones. The student explains that 5 tens equal 50 and 8 ones equal 8.
Common Misconceptions
- Students may read each digit as separate ones, so they describe 42 as 4 and 2. They may reverse the places or say the 4 means only 4, not 40.
How to Assess It
- Give students the number 63 and ask: “Draw it with tens and ones. Explain what each digit means.”
Lesson moves
Ways to Teach It
Give pairs connecting cubes and number cards, then have them build each number using ten-sticks and single cubes.
Show 47 and ask students to write: “The 4 means ___ because ___, and the 7 means ___.”
Play Place Value Match by pairing numeral cards with picture cards showing bundles of ten and single objects.
Count classroom pencils, bundle groups of ten with rubber bands, and record the total as tens and leftover ones.
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Printable 1.NR.1.2 Worksheet
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Related Standards
- 2.NR.1.1
Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.
- 1.NR.5.2
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
- 4.NR.1.2
Recognize and show that a digit in one place has a value ten times greater than what it represents in the place to its right and extend this understanding to de...
- 5.NR.1.1
Explain that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents...
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