Place Value Starter

Overview

In this first lesson of “Understanding Place Value”, pupils use base-10 blocks to understand that in a two-digit number, each digit has a value based on its place (tens or ones). They learn to represent numbers as tens and ones, linking concrete models to written numerals.

Learning intentions

• WALT recognise place value in two-digit numbers as tens and ones.
• WALT use base-10 blocks (tens rods and ones cubes) to represent numbers up to 100.
• WALT read and write numbers to at least 100 in numerals and words.
• WALT solve simple problems using place value and number facts.

Success criteria

• I can show a two-digit number using tens rods and ones cubes.
• I can say what each digit means (e.g., in 34, 3 tens and 4 ones).
• I can write a two-digit number in numerals and words.
• I can use my model to answer “How many tens/ones?” questions.

Curriculum links

• Number — number and place value (Year 2): use place value and number facts to solve problems.
• Number — number and place value (Year 2): recognise the place value of each digit in a two-digit number (tens, ones).
• Number — number and place value (Year 2): read and write numbers to at least 100 in numerals and in words.
• Number — number and place value (Year 2): identify, represent and estimate numbers using different representations, including the number line.

Lesson structure (60 minutes)

1. 0–8 min · Hook (What’s inside the number?). Teacher displays the number sentence “34 has 3 tens and 4 ones” with a partially built model: 3 tens rods and 4 ones cubes; then asks, “What would I have if the 3 stayed but the 4 changed to 7?” Students turn-and-talk: describe how changing the ones affects the whole number, using the words “tens” and “ones” if they can.

2. 8–18 min · Model and teach (tens vs ones). Teacher uses the introduction slides to explain: one tens rod = 10, one ones cube = 1, and two-digit numbers are made from tens and ones. Teacher pauses on key examples (e.g., 23, 40, 57) and writes the number alongside the model. Students chorally repeat stems: “In __, __ tens and __ ones,” and they point to the correct parts of the base-10 model.

3. 18–28 min · Guided practice (build, then say). Teacher shows a new number (e.g., 46). With the class, teacher builds using base-10 blocks and then asks, “What digit tells us the number of tens?” and “What digit tells us the number of ones?” Students, in pairs, build their own model for the next number shown (e.g., 28), then write two short sentences: numeral sentence (“28 is 2 tens and 8 ones”) and word sentence (“twenty-eight is 2 tens and 8 ones”).

4. 28–40 min · Check understanding (counting on from models). Teacher returns to the introduction slides and presents three quick questions:

• “Show 35.” (Model task)
• “How many ones are there in 35?”
• “Change 35 to 36: what happens?” Students answer using the models: they adjust by adding/removing one ones cube and then explain what changes in the ones digit only.

5. 40–53 min · Independent task (represent and write). Teacher distributes the place value worksheet and sets expectation: for each question, pupils must (a) build or draw tens/ones, (b) write the numeral, and (c) write the number in words. Students complete the worksheet. Teacher circulates, listening for correct placement language (“tens”, “ones”, “digit”).

6. 53–60 min · Plenary (spot the place value). Teacher shows two comparisons using the introduction slides: “47” vs “74” with swapped models (tens/ones reversed) and asks, “Are these the same number? How do you know?” Students give a final response using a full sentence: “They are different because the __ digit shows __ tens (and the __ digit shows __ ones).”

Resources

• the introduction slides
• the place value worksheet
• Base-10 blocks: tens rods and ones cubes (enough for pairs or small groups)
• Whiteboards or mini-slates (optional for quick answers)
• Number cards for 2-digit numbers (e.g., 23, 35, 46, 57) for teacher demonstrations
• Pencil crayons/markers for drawing tens/ones on the worksheet (if needed)

Assessment

• During hook and guided practice: teacher checks whether pupils can identify tens and ones parts of the model.
• While pupils build and explain: teacher listens for the link “digit → tens/ones quantity”.
• Worksheet: teacher reviews accuracy of (1) tens/ones representation and (2) writing numerals and number words.
• Plenary: use the “different because…” sentence to confirm understanding of swapped-digit meaning.

Differentiation

• Support: provide a mini word bank on the board (“tens”, “ones”, “twenty”, “thirty”, “forty”, “fifty”, “sixty”, “seventy”, “eighty”, “ninety”) and sentence starters (“In __, I see __ tens and __ ones.”).
• Support: allow pupils to draw tens rods as quick lines/rectangles and ones as single dots/cubes before writing.
• Extension: challenge pupils with one extra prompt: “Make 1 more / 1 less than __” using the model and explain which digit changes.
• EAL/SEN: encourage model-first responses (pointing and building) before writing; accept verbal explanations using tens/ones even if spelling of number words is imperfect (assessed for next steps).