28 is 2 tens plus 8 ones. Select another way to make 28. \(28 \, = \, 2 \, \times \, 10 \, + \, 8\)

\(1 \, tens \, plus \, 18 \, ones\)

\(3 \, tens \, plus \, 8 \, ones\)

\(8 \, tens \, plus \, 2 \, ones\)

\(1 \, tens \, plus \, 18 \, ones\)

\(18 \, tens \, plus \, 1 \, ones\)

22 is 2 tens plus 2 ones. Select another way to make 22. \(22 \, = \, 2 \, \times \, 10 \, + \, 2\)

\(1 \, tens \, plus \, 12 \, ones\)

\(3 \, tens \, plus \, 2 \, ones\)

\(12 \, tens \, plus \, 1 \, ones\)

\(2 \, tens \, plus \, 2 \, ones\)

23 is 2 tens plus 3 ones. Select another way to make 23. \(23 \, = \, 2 \, \times \, 10 \, + \, 3\)

\(1 \, tens \, plus \, 13 \, ones\)

\(3 \, tens \, plus \, 2 \, ones\)

\(1 \, tens \, plus \, 13 \, ones\)

\(13 \, tens \, plus \, 1 \, ones\)

\(3 \, tens \, plus \, 3 \, ones\)

Regrouping Tens and Ones II - Grade 2 - Practice with Math Games

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Grade 2 - The Number System

Standard 2.NS.1.7 - Make a specific number by regrouping tens and ones.

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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