Exploring Place Value

Overview

This 60-minute lesson introduces Year 1 pupils to the concept of place value focusing on tens and ones, understanding teen numbers, representing numbers up to 50, and counting in 2s. The lesson directly addresses the National Curriculum for England’s aims in Number: Place Value (Yr1) and Number: Addition and Subtraction.

National Curriculum Links

Mathematics > Number > Number and Place Value

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Count, read and write numbers to 100 in numerals.
Given a number, identify one more and one less.
Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
Use the language of ‘tens’ and ‘ones’ to describe numbers and recognise the place value of each digit in a two-digit number (tens, ones).
Count in multiples of twos, fives and tens.

Learning Objectives

By the end of the lesson, pupils will be able to:

Recognise and represent numbers up to 50 using concrete objects and pictorial representations.
Explain the place value of digits in two-digit numbers (tens and ones), especially teen numbers.
Count forwards in 2s accurately up to 50.
Use language associated with place value, including 'tens', 'ones', 'teen', 'equal to', 'more than', and 'less than'.
Demonstrate understanding through practical activities and assessments ensuring mastery of initial place value concepts.

Resources

Base 10 blocks (ten rods and unit cubes)
Number cards 1 to 50
Place value charts (tens and ones columns)
Counting bead strings or number lines (0 to 50)
Whiteboards and pens for each pupil
Interactive ‘number builder’ mats
Large floor number line (0-50)
‘Counting in 2s’ rhythm cards and clappers

Lesson Structure

1. Starter (10 minutes)

Objective: Engage pupils with counting and revision of numbers to 20.

Sing a catchy counting song including numbers up to 50 with actions (e.g. “Counting to 50” clap and stomp rhythm).
Quick-fire oral counting around the class starting at different numbers near 20 to 30 to emphasise fluency.
Revise number names and numerals (1-20) using number cards.

Teacher notes:
Use lively voice and gestures to build excitement. Emphasise teen numbers as an introduction to place value.

2. Teaching Input (15 minutes)

Objective: Introduce tens and ones place value, represent teen numbers, and extend to numbers up to 50.

Display a two-digit number (e.g., 23). Ask: “How many tens are in this number?” Count out two rods of 10. “How many ones?” Count out three unit cubes. Place these in a place value chart.
Repeat with several teen numbers (11, 16, 19), explicitly naming the ‘tens’ and ‘ones’ parts.
Show numbers beyond the teens (e.g., 34, 47), reinforcing the same structure.
Let pupils explore with base 10 blocks on ‘number builder mats’ in pairs. Ask them to build numbers you call out.
Explain “teen numbers are special because they have one ten and some ones.”

Teacher modelling:
Write numbers and verbally break them down into tens and ones. Encourage pupils to repeat and use terms correctly.

3. Guided Practice (15 minutes)

Objective: Pupils represent numbers using base 10 and practise counting in 2s.

Pupils work in small groups of 5 with individual sets of base 10 blocks and place value charts.
Call out numbers up to 50; pupils build the number and then show it to the group and explain tens and ones.
Introduce counting in 2s verbally and using bead strings/rhythm clapping: “2, 4, 6, 8...” Count forwards together to 50.
Use the large floor number line: groups take turns hopping along in 2s, shouting numbers aloud.
Support pupils using the language: “This number has 4 tens and 3 ones,” “This is more than 40 but less than 50,” “Next number in counting in 2s is...”.

Teacher notes:
Observe understanding, scaffold language, and correct misconceptions. Encourage peer support.

4. Independent Activity (10 minutes)

Objective: Consolidate understanding through drawing and writing.

Hand each pupil a mini whiteboard with a blank place value chart.
Say or show numbers up to 50; pupils draw tens rods and ones cubes to represent these and write the corresponding numeral.
Ask children to count in 2s aloud in pairs while completing the task.
Include a few teen numbers for variety.

Differentiation:
Provide number prompts or base 10 blocks on desks for lower-attaining pupils.

5. Plenary and Assessment (10 minutes)

Objective: Reflect and assess grasp of place value, teen numbers, and counting in 2s.

Play a ‘Place Value Detective’ game: show a number, ask pupils to shout out how many tens and ones.
Quick quiz: Show pictures of base 10 blocks representing numbers; pupils write the number on mini whiteboards.
Ask questions verbally: “What number comes next if we count in 2s from 24?” “Is 32 more or less than 40?”
Observe and note pupils’ use of vocabulary and accuracy of counting.

Formative assessment:
Teacher completes a checklist for each pupil noting correct representation, counting skill, and use of vocabulary.

Extension Ideas

Introduce simple addition problems using tens and ones (e.g., 20 + 5).
Create a class ‘Counting in 2s’ wall display with numbers from 2 to 50.
Use technology or interactive whiteboard to animate place value with virtual base 10 blocks.

Reflection and Next Steps

Review assessment notes to identify pupils needing extra support or challenge.
Plan follow-up activities involving place value to 100 and counting in 5s and 10s in subsequent lessons.
Use this lesson as a baseline to introduce simple addition and subtraction, linking to knowledge of place value and number sequences.

Summary

This lesson immerses Year 1 pupils in the foundational concept of place value, particularly tens and ones, allowing them to confidently recognise, represent, and count numbers up to 50—including teen numbers—and to count in 2s. It carefully scaffolds learning with concrete resources, engaging activities, and language-rich dialogue, fully aligned with the National Curriculum for England.

Teaching Instructions