Place Value to 100

Overview

In this 30-minute lesson, students represent, read, and decompose two-digit numbers using tens and ones. The lesson builds from the idea that ten ones can be bundled as one ten and supports students in connecting concrete models, place-value mats, spoken language, and written numbers.

Learning intentions

• Students will be able to build two-digit numbers with tens and ones.
• Students will be able to read and write numbers to 100.
• Students will be able to decompose a number into tens and ones.
• Students will be able to skip-count by tens to identify multiples of ten.

Success criteria

• I can show a two-digit number with tens and ones.
• I can read and write a two-digit number.
• I can decompose a number, such as 47, into 4 tens and 7 ones.
• I can explain the value of each digit.

Curriculum links

• Understand that the two digits in a two-digit number represent tens and ones.
• Understand that 10 ones can be bundled as 1 ten.
• Represent numbers from 11–19 as 1 ten and some ones.
• Represent multiples of ten as groups of tens with 0 ones.
• Count within 100 and skip-count by tens.

Lesson structure (30 minutes)

1. 0–4 min · Hook and activate prior knowledge. Display a pile of 10 single cubes beside one ten-stick using the opening visual. Ask, “Which would be quicker to count? How do you know?” Students turn and talk, then count aloud by ones and tens with teacher support.

2. 4–10 min · Model tens and ones. Use a large place-value mat and base-ten blocks while displaying the tens-and-ones teaching slides. Build 34, say “3 tens and 4 ones,” write 34, and decompose it as 30 + 4. Model 10, 11, and 20, emphasizing that 10 is one ten and 0 ones, while 11 is one ten and one one. Students echo the place-value language and build each example with a partner.

3. 10–17 min · Guided number building. Give each pair base-ten blocks and a place-value mat. Display one number at a time using the guided practice slides; begin with 12, 25, 40, and 58. Students build each number, place the correct numeral cards or write the number, and state its tens and ones. Pause after each example to check: “How many tens? How many ones? What is the value of the digit in the tens place?”

4. 17–24 min · Independent practice. Distribute the tens-and-ones practice worksheet. Students complete tasks that ask them to draw or match tens and ones, read two-digit numbers, and write decompositions such as 62 = 60 + 2. Provide blocks and mats for students who need concrete support. Circulate and ask individual students to explain one answer using “___ has ___ tens and ___ ones.”

5. 24–27 min · Partner explain and correct. Display the partner discussion prompt. Partners choose one worksheet answer, cover it, and explain how to rebuild the number. The listener checks the tens and ones and responds, “I agree because…” or “Let’s build it again.” Invite two students to share different representations.

6. 27–30 min · Exit check and review. Display the closing check and ask students to show 47 with blocks or a quick drawing, then complete: “47 has ___ tens and ___ ones. 47 = ___ + ___.” Collect responses and close by skip-counting together from 10 to 100.

Resources

• the place-value slide deck
• the tens-and-ones practice worksheet
• Base-ten blocks or linking cubes bundled in tens
• Large and individual place-value mats
• Large-print numeral cards
• Pencils, crayons, and blank paper
• Color-coded tens and ones labels
• Document camera or interactive display

Assessment

• During modeling and guided practice, listen for accurate use of “tens,” “ones,” and “value,” and check whether students build the requested quantities.
• Review worksheet representations and ask students to rebuild any number that shows a misconception, especially numbers with 0 ones.
• Use the closing response to assess whether each student can represent, read, and decompose a two-digit number.

Differentiation

• Support students with numbers from 20 or 50 first, using concrete blocks, a color-coded place-value mat, and repeated spoken language: “___ tens and ___ ones.” Move toward numbers to 100 when ready.
• For students working at a kindergarten or early first-grade level, use numbers to 20 and focus on 1 ten plus ones. Provide a completed example, large-print numerals, and hand-over-hand or guided counting as appropriate.
• For dyslexia-friendly access, use a clear sans-serif font, large-print numbers, generous spacing, color-coded tens and ones columns, tactile blocks, and oral directions. Read worksheet prompts aloud and allow students to answer verbally or point before writing.
• Pair students strategically and assign concrete materials before expecting drawings or equations. Reduce the number of worksheet items while maintaining the same learning goal.

Extension

• Students build two numbers, compare them using <, >, or =, and explain which digit determines the greater value.
• Students create a two-digit number that has a given number of tens, then write and say its decomposition. Challenge them to find another number with the same number of tens but a different number of ones.