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In kindergarten, this expectation is part of a progression from comparison by spoken number words to written base-ten numerals to base-ten system understanding.
In the number 11, what makes the “1” on the left different from the “1” on the right? Could you show this with objects or a diagram?
Look for and express regularity in repeated reasoning.
Can you show the number 13 as ten ones and some more ones? How many more ones than tens are there?
Attend to precision.