Planning tool

Students:

• make and describe number bonds to 10 in different ways
• understand that a count of one ten is the same as ten counts of one (10 ones is 1 ten)
• recognise and describe teen numbers as 1 ten and some more (e.g. 16 is 1 ten and 6 more)
• use tens and ones to partition two-digit numbers in different ways (e.g. know that 35 is 3 tens and 5 ones; it can also be described as 2 tens and 15 ones)
• understand that 10 ones is 1 ten and that two-digit numbers comprise tens and ones/units.

Some students may:

• frequently write the teen numbers backwards to match how they are said (e.g. writing the 4 first in 14 but producing 41). To address this, involve students in a discussion about the difficulty of teen number names. For example, provide tens frames and counters and say ‘Make 1 ten and 4 ones – it should be called "onety-four"! Now write that number, onety-four. What’s the real name? Yes, fourteen!’
• know how to read two-digit numbers correctly (e.g. read 38 correctly as ‘thirty eight’) but be unable to recognise that the 3 represents a count of tens. To address this, provide opportunities to break numbers into parts using tens frames and paddle pop sticks. Make explicit the grouping in tens, that 10 ones is 1 ten, and 1 ten is 10 ones.
• be unable at their stage of development to use the place-value parts of tens and ones when describing two-digit numbers. For example, they can describe 68 as 60 ones and 8 ones but cannot yet understand or express 68 as 6 tens and 8 ones. To address this, provide repeated opportunities to practise counting that involves making, naming and recording tens and ones. Emphasise the count of tens in the tens place and count of ones in the ones place.

Address misunderstandings students may have with this topic.

Common misunderstandings: Level 2  – Place value

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to understand and use numbers up to 99.

Why are we learning about this?

• We use numbers and counting in everyday situations.

What to do:

1. Think about and discuss part-part-whole facts to 10. For example:

• Identify pairs of numbers that combine to make 10 (e.g. 1 and 9, 2 and 8, 3 and 7).
• Describe numbers to 10 in different ways (e.g. 6 is 2 and 4, it’s also 1 and 5, as well as double 3. It’s also 1 more than 5).
• Play versions of Memory (also called Concentration) that involves matching number facts to 10.

2. Engage with two-digit numbers every day. Here are some ideas:

• When putting away toys at home, notice how many are in a collection.
• When playing (with blocks, or other toys) notice how many you used.
• Go on a number hunt. Look for, recognise and read the numbers around you, such as on signs, calendars, speed signs and houses.

3. Play Guess my number or other games to practise understanding numbers.

• Player 1 writes (and hides) a 2-digit number on a piece of paper.
• Player 2 asks yes / no questions about it until they guess what it is.
• Some questions could be: Is it larger than 50? Does it have an odd number in the tens place?

4. Combine counting with movement activities, such as skipping or walking. Pay special attention to the tricky pronunciation of the teen numbers.

5. Play board games like Snakes and ladders that involve a number chart to 100.

6. Play General number knowledge. Choose a number between 1 and 50 and take turns at sharing what you know about it.

• Person 1: ‘I choose 15. It is 5 more than 10.’
• Person 2: ‘I know that 15 is halfway between 10 and 20’.
• Person 1: ‘I know that 15 is 1 ten and 5 ones’.
• Person 2: ‘I know 15 is spelled f-i-f-t-e-e-n’.

Once ideas are exhausted, it’s Person 2’s turn to choose a number.

Success criteria

I can:

• make and describe the numbers to 10 in lots of different ways
• explain how 2-digit numbers (10–99) are made up of tens and ones (e.g. 23 is made up of 2 tens and 3 ones.
• use my understanding of tens and ones to count objects. For instance, when counting a collection of pebbles, I first organise the pebbles into groups of ten and count these up (10, 20, 30 …) before counting the extra pebbles by ones (... 31, 32, 33, 34) to count a total of 34 pebbles.
• describe 2-digit numbers in different ways (e.g. 34 can be described as 3 tens and 4 ones, or as 34 ones, or 30 + 4.)