Tens Ones Focus

Overview

In this lesson you will build numbers using tens and ones and practise grouping objects to show two-digit numbers. You will use hands-on materials to understand that a “ten” is made from ten ones.

Learning intentions

Students will:

• Identify that tens are groups of ten ones.
• Represent a two-digit number using tens and ones materials.
• Group objects into tens and ones to show number.
• Explain their thinking using simple maths language (ten, ones, total).

Success criteria

I can…

• Make a number by grouping items into tens and ones.
• Show a two-digit number using tens rods and single cubes (or similar).
• Count in tens and ones to find the total number.
• Use words or pointing to describe how many tens and ones are in my number.

Curriculum links

• Number and place value: partitioning two-digit numbers into tens and ones.
• Counting: counting by ones and using tens to support counting to 99.
• Developing mathematical language for describing quantities and number relationships.
• Using concrete materials and drawings to represent number concepts.

Lesson structure (30 minutes)

1. 4 min – Warm-up (Quick tens/ones call-out)

• Teacher shows 1 “ten” rod (or bundle of 10 counters) and 0–9 single counters.
• Students hold up fingers or mini-counters to show “how many ones” and then “how many tens” in response to teacher prompts (e.g., “What is one ten and three ones?”).

2. 8 min – Whole-class model (Build and name)

• On the board, teacher draws a simple chart: “Tens” and “Ones”.
• Teacher models a number (e.g., 24) using materials: one ten rod and four ones cubes.
• Teacher asks students to confirm:
• “How many tens?”
• “How many ones?”
• “How many altogether?”
• Emphasise: each ten is exactly ten ones; ones are the remaining units.

3. 10 min – Guided practice (Group-to-show activity)

• Students work at tables with bundles of 20–30 counters/cubes or place-value blocks.
• Teacher shows a card with a two-digit number (e.g., 37, 15, 26). Students:
• Build it using tens and ones materials.
• Place tens together (as a “ten group”) and ones separately.
• Say the number sentence aloud: “There are ___ tens and ___ ones. Altogether, that is ___.”
• Teacher circulates, checking correct grouping and counting.

4. 6 min – Share-out and reasoning (Turn and tell)

• Students show their build to a partner.
• Prompts:
• “Show me your tens. Show me your ones.”
• “How do you know you have the right number of ones?”
• Teacher selects 2–3 students (or groups) to demonstrate correct counting and regrouping if needed.

5. 2 min – Exit check (Ticket: Build + tell)

• Quick individual assessment: each student receives one number card (teacher chooses based on readiness).
• Students place tens and ones on a small response mat and answer orally: “How many tens and ones? What is the total?”

Resources

• Tens rods or bundled straws/rubber bands with 10 counters each
• Single counters/cubes (at least 0–30 per student/table as appropriate)
• Place-value mats with “Tens” and “Ones” headings (paper or laminated)
• Two-digit number cards (10–99), including some teens and multiples of 10
• Teacher number chart for Tens/Ones
• Small whiteboards or response slips for exit check (optional)
• Timer for guided practice rotations
• Visual supports: example representations (e.g., 23 as 2 tens rods and 3 ones)

Assessment

• Formative: teacher observations during guided practice (correct grouping into tens of ten, correct counting of ones).
• Exit check: students represent one chosen two-digit number and communicate tens, ones, and total.
• Short share-out: listens for use of language “tens”, “ones”, “altogether”.

Differentiation

• Neurodivergent support: provide manipulatives in sealed, pre-counted tens bundles to reduce counting load; allow additional time; use a clear “first build tens, then add ones” routine.
• EALD support: model sentence frames on the board:
• “There are __ tens and __ ones.”
• “Altogether, it is __.”
• Encourage pointing to the tens/ones areas while speaking.
• Support for students needing scaffolding: start with numbers up to 20 for some groups; provide partially built examples (e.g., 1 ten already placed) for them to finish with ones.
• Extension for advanced learners: students also write the corresponding two-digit number (e.g., after building 24, they write “24” and read it aloud).