# Question Detail

# Has the terminology for naming a group of ten as "one ten" changed to "10 ones" formally? Are we supposed to tell students to talk about numbers greater than ten as "10 ones and ___ ones" vs. (example) 1 ten and 3 ones for 13?

This might seem silly, but I wonder if someone could clarify... I teach kindergarten and we are in the process of translating some lessons from different sources including Engage NY lessons and many documents or samples we've looked at say (example) "write the missing number ... I have 10 ones and ___ ones." to describe number 11 or any other number with a ten and extra ones... some even ask it as "write the following number "ten four"... how does that even make sense!? maybe if it said, write the number that represents one group of 10 and four or 1 ten and four or 10 and four more.... help!

I teach in a Spanish Dual Immersion program and it's particularly confusing in Spanish - Are we not identifying a group of 10 ones as a "ten"/decena anymore? (10 ones and ___ ones/10 unidades y _____ unidades)???

- Math
- K
- Common Core

Great question! I'm interested in hearing what the common core writers would say about "10 ones" and "one ten".

Common Core states it like this: "Work with numbers 11-19 to gain foundations for place value.

CCSS.MATH.CONTENT.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones." The standard itself seems to focus on being able to compose/decompose teens as a foundation for place value. To begin with, students could consider it as all ones, ie 13 is 13 ones and 13 ones = 10 ones and 3 ones as a way to decompose it. We have students count collections of objects, putting a group of 10 in a pile, cup, ten-frame mat, or stack (ie unifix cubes). Then they see how many extras. In the grade 1 standard "CCSS.MATH.CONTENT.1.NBT.B.2.A

10 can be thought of as a bundle of ten ones — called a 'ten.'" Here, students group the 10 ones and rename it as 1 ten, decomposing 13 = 1 ten and 3 ones and larger two-digit numbers like 87 = 8 tens and 7 ones. I would caution going too far into place value with kindergartners who are not secure with 13 = 10 ones and 3 ones. The concept of "1 ten" can be challenging for students to grasp because it's both 1(ten stick or ten group) and 10 at the same time. It can take multiple, varied experiences and time to become secure. This is also why CCSS does not include money in kindergarten. Understanding 1 dime as 10 cents requires that same level of understanding.

What do others think?

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Thank you both for your input! The quick images video example is a great activity to reinforce number concepts. Also, Thanks Heather for reminding me to see where we are going, by looking at the next grade. I think it provides a sense of what students will be expected to do later on and why the foundational skills are important.

Hi Moni!

I completely agree with Heather, there are so many important components involved in just realizing that there are, in fact, 10 ones in 1 ten that I would spend a lot of time there first. But after there is a solid understanding of that, "write the following number "ten four", meaning 14, is most definitely ridiculous, unless you are talking on a walkie-talkie:) If you have not checked out the resources at Tedd.org they are really helpful in planning for activities to reinforce the counting and representing the 10's http://tedd.org/?tedd_activity=test-math-activity-3.

The Tch videos in there are amazing: https://www.teachingchannel.org/videos/skip-counting-with-kindergarteners and https://www.youtube.com/watch?v=PWedh-Y0Lew.

Hope that is helpful!