Math lesson plan · 1st grade (Year 2 in England) · 30 minutes
The same number made in different ways with tens and ones
Number sense
CCSS 1.NBT.B.2aEngland: Y2 Number and place value
Objective and success criteria
Students will: The same number made in different ways with tens and ones.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Split two-digit numbers into tens and ones
Leads to: Rename numbers using hundreds, tens and ones
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Split two-digit numbers into tens and ones). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 41 = 40 + __ → 1Prompt: How many tens and how many ones are in 41?
- 80 + 3 = ? → 83Prompt: One number is the tens and the other is the ones.
- Which shows 81 split into tens and ones? (8 + 1 / 10 + 8 / 80 + 1 / 80 + 10) → 80 + 1Prompt: 81 has 8 tens. What are 8 tens worth?
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: The same number made in different ways with tens and ones. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What number is 7 tens and 16 ones?
- Step 1: 70 + 16 = 86
- Step 2: 86
- Answer: 86
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What number is 2 tens and 13 ones? → 33Prompt: 13 ones is more than ten. Make another ten from them.
- 27 = 1 ten and __ ones → 17Prompt: One of the tens has been broken into ones.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 42 = 3 tens and __ ones → 12Prompt: One of the tens has been broken into ones.
- Which one is NOT the same as 59? (4 tens and 19 ones / 9 tens and 5 ones / 5 tens and 9 ones) → 9 tens and 5 onesPrompt: Work out the value of each choice.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Split two-digit numbers into tens and ones.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Rename numbers using hundreds, tens and ones.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder