MA.1.NSO.1.2

Read numbers from 0 to 100 written in standard form, expanded form and word form. Write numbers from 0 to 100 using standard form and expanded form.

Examples

The number seventy-five written in standard form is 75 and in expanded form is 70 + 5.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 1
Strand: Number Sense and Operations
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Expression

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to understand that the value of a digit is impacted by its position in a number. A three in the tens place has a value of 30 while a 3 in the ones place has a value of 3. In Kindergarten, students learned to recognize and count numbers to 100 verbally. Students counted out objects within 20 when given that number verbally or by its written numeral (MTR.5.1). 
  • Instruction includes the understanding that in expanded form each digit of a multi-digit number is assigned a value based on its place. 
  • Instruction includes experiences with numbers written in different forms (MTR.2.1). 
  • Instruction includes the use of both proportional and non-proportional models like base ten models or place value disks (MTR.5.1).

 

Common Misconceptions or Errors

  • Students may confuse the value of the digits with how they are stated as a number. 
    • For example, the standard form of fifteen is 15 and not 51. 
  • Students may write sequences of numbers rather than expanded form like 83 as 8 + 3 instead of 80 + 3. Having students use base ten blocks to model the number could be helpful for students to understand that the value is directly correlated to tens and ones.

 

Strategies to Support Tiered Instruction

  • Instruction includes opportunities to use a place value chart and base ten blocks to represent a two-digit number like 76. Students write the expanded form below the base ten blocks on the place value chart, reading the expanded form aloud. This will assist in the word form of the numbers. Students write out the word form below the expanded form, referring to a math word wall where number names may be listed as needed. 
    • For example, to confirm that students understand the value of the digits ask, “How is the number 67 the same or different than 76?” 

  • Teacher provides the opportunity to use a place value chart and connecting cubes or break-apart base ten blocks. Have students represent a two-digit number, like 36. Then, have the students represent this model with a drawing on the place value chart. 
    • For example, ask students to use the same blocks and create the representation of 63 (students should not be able to do so with only 3 tens and 6 ones). Discuss why they cannot create this number with blocks they have. Then, provide them more blocks and have them create the representation of 63. Ask them to compare the two different numbers. What do they notice and wonder? Have students identify or match the expanded forms and word forms of the numbers used.

 

Instructional Tasks

Instructional Task 1 (MTR.2.1, MTR.4.1

Provide students with the graphic organizer shown below. 
  • Part A. Using tens and ones base ten blocks, create a two-digit number and record in the first column. Write an addition expression in the second column that corresponds to the representation in the first. In the last column, write your number. Repeat until you have created four numbers and written four addition expressions. 

  • Part B. With a partner, review your work and explain how you know your expressions are correct.

 

Instructional Items

Instructional Item 1 

  • How are 16 and 61 alike and different? 

 

Instructional Item 2 

  • Kourtney wrote a number in expanded form: 90 + 4. What is the standard form of her number? 

 

Instructional Item 3 

  • Using the word form of a number, complete the table below with the missing standard form or expanded form. 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.

Related Courses

This benchmark is part of these courses.
5012030: Mathematics - Grade One (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712020: Access Mathematics Grade 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.1.NSO.1.AP.2: Read numbers from 0 to 20 written in standard form and expanded form. Generate numbers from 0 to 20 using standard form.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Reading Numerals:

Students are shown the numbers 0 - 20 nonsequentially and asked to read each number aloud.

Type: Formative Assessment

Reading and Writing Numerals:

Students are asked to read and write numerals within 120.

Type: Formative Assessment

Lesson Plans

Make a Patriotic Holiday Calendar:

Students will make a personalized calendar of patriotic holidays to reference throughout the academic or full calendar year.

Type: Lesson Plan

Guess Who: True American Edition:

In this integrated lesson plan, students will identify US coins, express their values using the cents (¢) symbol and state their equivalency to the US dollar while recognizing symbols and individuals that represent the United States.

Type: Lesson Plan

Get Up and Move!:

In this Model Eliciting Activity, MEA, students will work together to problem solve. The students are presented with a problem in which they have to decide on a procedure for choosing the activity that should be done at a Move-a-Thon fundraiser. Students will organize data in a tally chart as well as a pictograph. In the “twist” students will be given combinations of bills representing the value of each of the activities. Students will work together to reevaluate their original procedure and determine if it should change, along with the rankings.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Twisty Cup 2-Digit Place Value:

In this lesson, students will make their own twisty cups, manipulate them to display 2-digit numbers, represent the numbers made using base ten blocks and unit blocks and record the displayed base ten numerals.

Type: Lesson Plan

Over a Hundred Hungry Ants: Counting to 120:

In this fun lesson, students will use ant manipulatives, hundred charts and the book "One Hundred Hungry Ants" to show how to count to 100 and 120 starting on any given number.

Type: Lesson Plan

How Many Days? Calendar Place Value:

This is not a stand-alone lesson that delves in depth with the standard, but rather a daily activity to be used for the entire school year. It describes work that can be done with the calendar each day.

Type: Lesson Plan

Musical Place Value:

Remember playing musical chairs? Well, now do it while practicing place value. Students will practice making 2-digit numbers using base-ten blocks through this fun and engaging interactive activity.

Type: Lesson Plan

Skip Count by 5s:

Help the Third Little Pig skip count to 1,000 bricks in groups of 5. (Note students are not expected to count from 0-1,000 by 5s, but this activity allows them to experience counting within a variety of contexts between 0 and 1,000.)

Type: Lesson Plan

How Many in Your Cup?:

Students will explore the meaning of the digits in two-digit numbers as they determine the total number of objects in cups by making groups of ten. They will use the groups of ten and singles left over to figure out the total amount and then record the total in expanded form and standard form. Students will read numbers written in standard form to connect each numeral to its word name. Teacher questioning and students' discussions will help students develop an understanding of place value (tens and ones).

Type: Lesson Plan

Original Student Tutorial

Exploring Expanded Form in Space:

Astronaut Archimedes launches into space to teach the outside world all about place value and expanded form in this interactive tutorial.

Type: Original Student Tutorial

Perspectives Video: Teaching Idea

Connecting Geometry to Numbers:

Unlock an effective teaching strategy for connecting geometry and numbers in order to build number sense in this Teacher Perspectives video for educators.

Type: Perspectives Video: Teaching Idea

Problem-Solving Tasks

Hundred Chart Digit Game:

This game can be useful to help students who are having trouble with reversing numerals when reading numbers, for example, 14 as 41 or vise versa. Students often make this mistake because of the difference between reading teens which are read from right to left "Fourteen" versus "forty-one" which is read from left to right.

Type: Problem-Solving Task

Number of the Day:

This activity provides a connection between the counting sequence and an experience from students' daily lives. It helps to give the students a sense of how "many" each number is. This task also reinforces many skills related to understanding and representing numbers, such as using tally marks, the word form, expanded form, and place value.

Type: Problem-Solving Task

STEM Lessons - Model Eliciting Activity

Get Up and Move!:

In this Model Eliciting Activity, MEA, students will work together to problem solve. The students are presented with a problem in which they have to decide on a procedure for choosing the activity that should be done at a Move-a-Thon fundraiser. Students will organize data in a tally chart as well as a pictograph. In the “twist” students will be given combinations of bills representing the value of each of the activities. Students will work together to reevaluate their original procedure and determine if it should change, along with the rankings.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

MFAS Formative Assessments

Reading and Writing Numerals:

Students are asked to read and write numerals within 120.

Reading Numerals:

Students are shown the numbers 0 - 20 nonsequentially and asked to read each number aloud.

Original Student Tutorials Mathematics - Grades K-5

Exploring Expanded Form in Space:

Astronaut Archimedes launches into space to teach the outside world all about place value and expanded form in this interactive tutorial.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Exploring Expanded Form in Space:

Astronaut Archimedes launches into space to teach the outside world all about place value and expanded form in this interactive tutorial.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Problem-Solving Tasks

Hundred Chart Digit Game:

This game can be useful to help students who are having trouble with reversing numerals when reading numbers, for example, 14 as 41 or vise versa. Students often make this mistake because of the difference between reading teens which are read from right to left "Fourteen" versus "forty-one" which is read from left to right.

Type: Problem-Solving Task

Number of the Day:

This activity provides a connection between the counting sequence and an experience from students' daily lives. It helps to give the students a sense of how "many" each number is. This task also reinforces many skills related to understanding and representing numbers, such as using tally marks, the word form, expanded form, and place value.

Type: Problem-Solving Task