Building Tens and Ones

Overview

Students explore two-digit numbers as groups of tens and individual ones. They build, say, record and compare numbers using concrete materials, connecting physical groups to numerals and place-value language.

Learning intentions

• WALT recognise the tens and ones in numbers to 100.
• WALT build two-digit numbers using groups of ten and single ones.
• WALT explain how the position of a digit affects its value.
• WALT count forwards and backwards in tens and ones.

Success criteria

• I can show a number using tens and ones.
• I can say how many tens and ones are in a number.
• I can write a number when I am shown tens and ones.
• I can explain why the same digit can have different values.

Curriculum links

• Number — recognise, name and represent whole numbers from 0–100.
• Number — use forward and backward counting sequences.
• Number — understand groups of ten and the number of tens and ones in a number.
• Number — describe the size and structure of a number using place-value ideas.

Lesson structure (30 minutes)

1. 0–4 min · Hook and counting warm-up. Teacher opens with the number-building hook slides, showing ten loose counters becoming one organised group of ten, then asks, “Which is quicker to count: 10 single counters or one group of ten?” Students count aloud in tens to 50, then forwards and backwards in ones from a selected number.

2. 4–10 min · Explicit teaching. Teacher models 24 with base-ten equipment: two tens rods and four ones, placing them under a simple tens-and-ones chart; teacher records 24 and says, “2 tens and 4 ones make 24.” Students make 24 with their own materials, touch-count the groups and repeat the sentence with a partner. Refer to the tens-and-ones modelling slides.

3. 10–17 min · Guided number building. Teacher displays numbers such as 13, 30, 47 and 52, pausing to ask, “How many tens? How many ones? How do you know?” Students work in pairs, taking turns to build each number, complete the oral sentence “___ has ___ tens and ___ ones”, and show the matching numeral on a mini whiteboard. Teacher checks one pair at a time and addresses misconceptions, especially that 30 has three tens and zero ones.

4. 17–24 min · Independent practice. Teacher distributes the tens-and-ones practice sheet and models the first example before students work independently. Students draw or use equipment to represent numbers, complete tens-and-ones statements, write numerals from representations, and answer one comparison prompt such as “Which is greater: 34 or 43? Explain.”

5. 24–28 min · Partner challenge and discussion. Teacher displays the partner challenge and discussion slides and gives each pair a two-digit number to represent secretly. Students show their model to a partner, who identifies the number of tens, the number of ones and the numeral; pairs then discuss how 25 would change if one one was added or removed.

6. 28–30 min · Exit check and recap. Teacher shows a final representation of four tens and six ones using the exit-check slide. Students write the numeral, circle the tens digit and tell a partner what each digit means; teacher collects a quick response from each student before dismissing the class.

Resources

• the tens-and-ones slide deck
• the tens-and-ones practice sheet
• Base-ten blocks, tens rods or bundles of ten craft sticks
• Loose counters or linking cubes
• Tens-and-ones place-value charts
• Mini whiteboards, pens and erasers
• Pencils and crayons

Assessment

• During modelling and guided practice, listen for accurate use of “tens” and “ones” and check whether students can match a physical model to a numeral.
• Use mini whiteboards to identify students who reverse digits, count groups inaccurately or treat a tens rod as one object rather than ten.
• Use the final representation of four tens and six ones as an exit check. Record whether each student writes 46 and explains the value of both digits.

Differentiation

• Support students with a tens-and-ones chart, pre-grouped bundles, repeated modelling and the sentence frame: “___ has ___ tens and ___ ones.”
• Work with a small teacher-led group using numbers to 20 first, then move to numbers with one ten and several ones. Allow students to keep using concrete equipment during the worksheet.
• For EAL learners, pair spoken words with gestures and visuals for “tens”, “ones”, “group”, “digit” and “number”. Accept oral explanations, pointing and drawing alongside written responses.
• Challenge confident students to make two different numbers using the same digits, explain which is greater, and describe what changes when a one is exchanged for a ten.