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K-4 Mathematics Resources for Parents/Guardians

Videos for "Ten ones and some more ones"

These videos cover Kindergarten standards NR.3.1.1, NR.3.1.2, NR.3.1.3, and NR.3.1.4. Students will need to be able to describe numbers from 11 to 19 by "putting together" and "taking apart" the numbers to form groups of "ten ones" and then "some more ones". For example, if a student is given the number 13, they should be able to decompose that number into 10 + 3, or ten ones and three more ones. There are a variety of manipulatives that students can use to achieve these skills, which are demonstrated in the videos. The tasks that are provided under each of the manipulative tabs will allow students to practice using each manipulative.

Standard code and description: K.NR.3.1 Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones. 

Ten Ones and Some More Ones Tasks

The above link is a task involving two color counters.

If students are shown the number 14, they should be able to recognize that 14 is ten ones and four more ones.

Some questions to ask your child are as follows:

  • How many counters are there on the left (red)? 
  • How many counters are there on the right (yellow)? 
  • What happens if we put the counters together? 
  • How many counters are there in the whole picture?

The above link is a task involving two color counters.

If students are shown the number 12, they should be able to recognize that 12 is ten ones and two more ones.

Some questions to ask your child are as follows:

  • How many red counters are on the left?
  • How many red counters are on the right?
  • How many total red counters are there?
  • How do you know?

The above link is a task involving two color counters.

If students are shown the number 15, they should be able to recognize that 15 is ten ones and five more ones.

Some questions to ask your child are as follows:

  • How can you break this number apart by tens and some more ones?
  • How did you get that answer?

The above link is a task involving snap cubes. 

If students are shown the number 13, they should be able to recognize that 13 is ten ones and three more ones. 

Some questions to ask your child are as follows: 

  • How many cubes are there on the left (purple)?

  • How many cubes are there on the right (teal/green)? 

  • What happens if we put the cubes together? 

  • How many cubes are there in the while picture?

The above link is a task involving snap cubes. 

If students are shown the number 15, they should be able to recognize that 15 is ten ones and five more ones. 

Some questions to ask your child are as follows: 

  • After the student has answered the questions in BrainingCamp, you can ask change the quantity to a different teen number and ask similar questions. 

  • How many purple snap cubes are there? 

  • How many yellow snap cubes are there? 

  • How many total snap cubes are there? 

  • How do you know? 

The above link is a task involving rekenreks. 

If students are shown the number 19, they should be able to recognize that 19 is ten ones and nine more ones.

Some questions to ask your child are as follows:

  • How many beads are on the 1st row/top row?
  • How many beads are on the 2nd row/top row?
  • How many beads are there total?
  • What number is shown on the rekenreks? How do you know?

The above link is a task involving rekenreks. 

If students are shown the number 17, they should be able to recognize that 17 is ten ones and seven more ones.

Some questions to ask your child are as follows:

  • How many beads are on the top row?
  • How many beads are on the second row? 
  • If there are 10 on the top, and 7 on the bottom, how many total beads are there? How do you know?

The above link is a task involving rekenreks. 

If students are shown the number 18, they should be able to recognize that 18 is ten ones and eight more ones.

Some questions to ask your child are as follows:

  • How many beads are on the top line?
  • How many beads are on the bottom line?
  • What is the total number?

The above link is a task involving color tiles. 

If students are shown the number 14, they should be able to recognize that 14 is ten ones and four more ones.

Some questions to ask your child are as follows:

  • If one ten frame is filled what does that mean? 

  • How many blue blocks are in the second frame? 

  • What is the total number of color tiles? 

  • How do you know?