Standard: 1.NBT.B2a – 10 can be thought of as a bundle of ten ones — called a ‘ten.’
Grade level: Grade 1
Subject: Mathematics
Domain: Number & Operations in Base Ten
Teacher Overview
This standard helps students understand the base-ten number system, which is foundational for all future arithmetic. Recognizing that ‘ten’ is a bundle of ten ones is crucial for developing place value understanding. Students should be comfortable counting to at least 10 and have a basic understanding of one-to-one correspondence, where each object counted corresponds to one number.
After mastering this standard, students will be able to add and subtract within 20 and understand place value for larger numbers, setting the stage for more complex arithmetic.
Common Misconception 1
Some students might think that the number 10 is just a larger unit without realizing it is made up of ten individual ones. This can make it difficult for them to understand place value later.
Intervention 1
Use ten frames or base-ten blocks to visually demonstrate that ten ones make up a ten. Encourage students to group objects into tens and count them.
Common Misconception 2
Students may see the number 10 as fundamentally different from other numbers because it starts a new ‘decade.’ This can confuse them when learning numbers beyond 10.
Intervention 2
Use number lines and grouping activities to show that numbers beyond 10 are built on the same principle of tens and ones. Reinforce this with hands-on activities.
Prerequisite Knowledge
Students should be able to count to at least 10 and understand the concept of one-to-one correspondence.
Subsequent Knowledge
Students will learn to add and subtract within 20, including understanding place value for larger numbers.
Instructional Activities
- Using ten frames to count and group objects
- Grouping manipulatives like blocks or beads into sets of 10
- Counting dimes and pennies to represent tens and ones
- Playing games that involve grouping items into tens
- Drawing pictures of groups of 10 items
