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

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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.

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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

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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.

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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 .