Place Value Exploration

WALT (We Are Learning To)

Understand the place value of digits in two-digit numbers, focusing on tens and ones.

Success Criteria

Recognise that digits in different places have different values.
Build numbers using base ten blocks to show tens and ones.
Decompose and compose numbers to 100 using tens and ones.
Use correct mathematical vocabulary for tens and ones.

Curriculum Links

New Zealand Curriculum Mathematics and Statistics, Level 1-2, Number and Algebra strand:

Number knowledge, recognising and understanding the place-value system for two-digit numbers (up to 100).
Count forwards and backwards in ones and tens from any number up to 100.
Use materials to partition and regroup numbers to 100 (NZC, Level 1-2) .

Key Competencies:

Thinking: Applying strategies to understand place value concepts.
Using language, symbols, and texts: Employing mathematical vocabulary.
Managing self: Engaging in hands-on activities independently and collaboratively.

Duration

45 minutes

Class Size

10 students

Lesson Structure

1. Introduction and Review (5 minutes)

Welcome students with a quick recap of counting forwards and backwards in ones and tens up to 100.
Use a 100s number chart displayed and count forwards and backwards together.
Introduce today’s focus: “We are learning about tens and ones – how numbers are made up of these parts.”

2. Exploring Place Value with Base Ten Blocks (15 minutes)

Activity: Each student receives base ten blocks (longs representing tens, units representing ones).
Teacher models making a two-digit number, e.g., 42 (4 tens, 2 ones).
Students build numbers asked by the teacher (e.g., 37, 55, 68).
Ask students to explain their blocks using “tens” and “ones” vocabulary.
Use the Māori language connection for place value terms (e.g., tekau = ten, tahi = one) to support cultural inclusivity.
Emphasise that the position of digits shows value—“4 tens means 40, 2 ones means 2 exactly” .

3. Partner Activity: Decompose and Compose Numbers (10 minutes)

Students work in pairs.
Each pair draws a card with a two-digit number.
They take turns to:
- Build the number with base ten blocks.
- Break the number into tens and ones.
- Write the number as “__ tens + __ ones” (e.g., 52 = 5 tens + 2 ones).
Teacher circulates, prompting discussion and correcting misconceptions.

4. Whole Class Discussion and Use of Number Sentences (5 minutes)

Use a whiteboard to write number sentences based on students’ blocks, e.g., 50 + 7 = 57.
Show how the number sentence connects to the blocks they built.
Emphasise the equal sign as “same as” to foster understanding of equivalence .

5. Differentiated Independent Practice (7 minutes)

Provide worksheets with:
- For Emerging Learners: Matching tens and ones to two-digit numbers with pictures and base ten blocks.
- For Developing Learners: Complete decomposing numbers using base ten structures.
- For Advanced Learners: Create three two-digit numbers in different ways using tens and ones, and write equations.
Include dyslexia-friendly reading options: use clear fonts (e.g., OpenDyslexic) and colour-coded blocks and numbers.
Allow students to use base ten blocks as a manipulative while working.

6. Extension Activity (for early finishers or advanced learners)

Challenge with a “Build and Break it” game: Students randomly build numbers up to 100 from base ten blocks but then find at least two different ways to decompose the number (e.g., 64 = 6 tens + 4 ones, or 5 tens + 14 ones).
Encourage use of addition sentences or drawings to justify their thinking.

7. Conclusion and Reflection (3 minutes)

Recap the learning: “What are tens? What are ones? How do they help us understand numbers?”
Encourage students to share one thing they found interesting.
Set the stage for the next lesson – addition and subtraction using place value.

Resources

Base ten blocks (units and tens)
Number cards (two-digit numbers up to 100)
Whiteboard and markers
Differentiated worksheets with dyslexia-friendly fonts
100s number chart
Visual aids for Māori counting language connection

Differentiation Strategies

Use of concrete materials for hands-on learning.
Māori language vocabulary integration supports bilingual learners.
Dyslexia-friendly worksheets and fonts.
Visual supports (coloured blocks, charts).
Partner discussions to support verbal reasoning.
Extension challenges to deepen understanding.

This lesson aligns with the New Zealand Curriculum by situating student learning within a hands-on, language-rich, and culturally responsive mathematical context, appropriate for Year 2 learners beginning their exploration of place value and numerical structure up to 100 .