Maryland Math 1.NOS.B.3.b

Math1st GradeNumber and Operation Sense

The Standard

1.NOS.B.3: Extend understanding of 10 as a group, collection, or bundle of ten ones, called a “ten,” to compose and decompose two-digit numbers.

Describe a given number as the correct number of tens and ones (e.g., 14 is one ten and four ones; 38 is three tens and eight ones).

Maryland College and Career Ready Standards for Mathematics (2025) · UNDERSTAND PLACE VALUE AND REPRESENTATIONS OF NUMBERS.

Teacher's field guide

What Students Need to Do: Students make a number with groups of ten and single items. They tell how many groups and singles make the number.
What Mastery Looks Like: Given 27, a student builds two ten-cube trains and seven loose cubes. Given 40, they draw four groups of ten and explain why there are no loose cubes.
Common Misconceptions: Students may reverse the places in 26 and call it six tens and two ones. Some see the 0 in 40 but cannot explain that it means no leftover ones.
How to Assess It: Write 52 on the board. Have students draw bundles of ten sticks and single sticks, then label how many of each they drew.

Lesson moves

Give pairs 34 linking cubes; have them snap ten-cube trains and set aside loose cubes, then tell a partner what they built.
Show 41 and 14 on cards; ask, 'How are the digits the same, and why do the cube trains look different?'
Play a matching game with number cards and drawings of bundled sticks and single sticks.
Pack 23 crayons into bags of ten; students write how many full bags and loose crayons a classmate will receive.

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