Convert 25 to tens and ones. \(25 \, = \, 2 \, \times \, 10 \, + \, 5\)

\(2 \, tens \, + \, 5 \, ones\)

\(2 \, tens \, + \, 25 \, ones\)

\(2 \, tens \, + \, 5 \, ones\)

\(5 \, tens \, + \, 2 \, ones\)

\(25 \, tens \, + \, 5 \, ones\)

Convert 26 to tens and ones. \(26 \, = \, 2 \, \times \, 10 \, + \, 6\)

\(2 \, tens \, + \, 6 \, ones\)

\(2 \, tens \, + \, 26 \, ones\)

\(26 \, tens \, + \, 6 \, ones\)

\(6 \, tens \, + \, 2 \, ones\)

Convert 26 to tens and ones. \(26 \, = \, 2 \, \times \, 10 \, + \, 6\)

\(2 \, tens \, + \, 6 \, ones\)

\(6 \, tens \, + \, 2 \, ones\)

\(2 \, tens \, + \, 6 \, ones\)

\(2 \, tens \, + \, 26 \, ones\)

\(26 \, tens \, + \, 6 \, ones\)

Convert Numbers to Tens and Ones Up to 1000 - Grade 2

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Grade 2 - The Number System

Standard 2.NS.1.7 - Split the number into tens and ones to complete the equation.

Included Skills:

Students will be expected to illustrate, concretely and pictorially, the meaning of place value for numerals to 100.
• Performance Indicators
- N07.01 Explain and show with counters the meaning of each digit for a given 2-digit numeral with both digits the same.
- N07.02 Count the number of objects in a given set using groups of 10s and 1s, and record the result as a 2-digit numeral under the headings of 10s and 1s.
- N07.03 Describe a given 2-digit numeral in at least two ways.
- N07.04 Illustrate using ten-frames and diagrams that a given numeral consists of a certain number of groups of ten and a certain number of ones.
- N07.05 Illustrate using proportional base-ten materials that a given numeral consists of a certain number of tens and a certain number of ones.
- N07.06 Explain why the value of a digit depends on its placement within a numeral.
- N07.07 Represent one unit if shown a pre-grouped model representing ten.

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