CCSS Math - no wonder students get confused!

Working on alignment of math learning targets with the CCSS.  No wonder the students get confused...?

North Carolina unpacking the standards:

Before considering the relationship of decimal fractions, students express their understanding that in multi-digit whole numbers, a digit in one place represents 10 times what it represents in the place to its right and 1/10 of what it represents in the place to its left.

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Darke School District (Ohio):

I can look at a multi-digit number and determine that the digit to the left is 10 times greater than a given digit.

I can determine that in a multi-digit number, a digit to the right is 1/10 of the given digit.

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CCSS website:

CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

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Align, Assess, Achieve: (flip book)

I can recognize that each place value to the left is 10 times larger in a multi-digit number.

I can recognize that each place value to the right is 1/10^th as much in a multi-digit number.

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NOW - I realize that all are correct...but I highlighted what the students see. Is this what they are getting at when say "rigor?" Or is it just semantics...

Which way makes more sense to you?