Tens and Ones

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Grade: 2

Theme: Numbers

Lesson number: 8

Lesson name: Tens and Ones

Learning Objectives:

To be able to recognize numbers in tens and ones
To be able to group/regroup numbers in tens and ones
To be able to understand/identify numbers in tens and ones arrangement

Day 1:

Duration: 40 mins

Activity 1: Using Ice-cream Sticks – CRA Method

Learning Objective:

Recognition of numbers in tens and ones
Grouping/Regrouping of numbers in tens and ones

Suggested Strategy:

Ice-cream sticks is used for counting numbers.

Concrete Part:

Select a particular number in random and ask students to count the number.

Verbal Representation:

Teacher asks questions related to things that students use in class. The questions can be like: what is the cost of the bag you have, how many tens and how many ones are there in the cost-price, and so on.
If students are feeling difficult they can use the ice-cream sticks also to separate.

Abstract Part:

Ask them to group the sticks in tens and then ask the students to write how many tens groups are there and how many ones groups are there.

Continuous Review:

Discussion:

If there are ten chocolates in your hand and I give another fifteen chocolates, how many chocolates are there in your hand now in terms of tens and ones?
If there are 32 beads in your hand and I give 7 more, how many beads will be there in total and how many tens are there and how many ones are there?
Teachers can also ask students about the things they have their price and then ask them to say in tens and ones.

Resources:

1. Ice-Cream Sticks

2. Tens and Ones chart

(Click above thumbnail to download)

3. Worksheets

(Click above thumbnail to download)

Duration: 30 mins

Game 1: Using Ice-Cream sticks or Base 10 Blocks – GBL Method

Learning Objective:

To be able to group/regroup numbers in tens and ones
To be able to understand/identify numbers in tens and ones arrangement

Suggested Strategy:

Here the ice-cream sticks are used for counting numbers. The Base 10 blocks can also be used for this games which shows a clear view of ones and tens.

Game-Based Learning:

Instruction:

The game is an iteration game where each group must have 2 to 4 members.
Each student must have a Tens and Ones sheet and enough ice-cream sticks or tens and ones blocks from base 10 block kit. A dice is given which is used commonly between all.
The teacher must set a target number that the students much achieve. For example: 50.
During the game students must count the ice-cream sticks based on the number they get during their turn at rolling the dice.
When the count reaches 10, ask students to group them. So, for every 10s the students must bundle them.
If they are using Base 10 blocks, then ask them to replace ten – 1’s block with one – 10’s block.
The student who achieve the set/given target first is the winner.

Continuous Review:

Observation:

Teacher have to observe and analyse whether the student is counting the correct number of sticks with respect to the number in the dice.
Teacher can observe any new ideas the students were able to explore during the game and also ask questions based on it. For example, they may ask, ‘how did you add those two numbers?’, etc.

Peer Learning:

Teacher can also ask students to check each other when they have completed counting the numbers.

Resources:

1. Ice-cream sticks

2. Base 10 blocks

3. Tens and ones chart

(Click above thumbnail to download)

4. Worksheet

(Click above thumbnail to download)

Day 2:

Duration: 25 mins

Activity 2: Representation of tens and ones using colours

Learning Objectives:

To be able to recognize numbers in tens and ones
To be able to understand/identify numbers in tens and ones arrangement

Suggested Strategy:

This activity of representing colours for tens and ones gives the idea of differentiation. Students can also understand the quantity of tens and ones.

To differentiate the tens and ones by their place values different materials with different colours can be used. For example: beads with different colours/coloured tiles (small)/coloured cards in different shapes.
Take material with two different colour – one colour for tens and another colour for ones.
Teacher gives the questions to the student (two digit numbers) and the students must represent using the coloured material given to them.
For example: if beads are the material opted and if red is given for tens and black is given for ones. And if the number is given as 54 then the student has to place 5 – red beads and 2 – black beads.
This can be separated with the help of the Tens and Ones chart.

The above said strategy can also be done by asking the students to differentiate the tens and ones using different shape and also colour them.

Continuous Review:

Discussion:

How will you represent the number 58 using the beads?
How will you represent 6 tens and 3 ones using the beads?
How many red beads are needed for the number 85?
How many black beads needed to show number 28?
How many tens are there in number 9?
How many ones are there in number 50?
Show me a number with beads where it has same number of red beads and black beads and also write the number in the board?

Worksheets:

If ‘@’ means tens and ‘*’ is ones, how will you show the numbers 34 and 18?

Resources:

1. Colour Beads

2. Tens and Ones Chart

(Click above thumbnail to download)

3. Worksheet

(Click above thumbnail to download)

Duration: 40 mins

Activity 3: Using Fake Money

Learning Objective:

To be able to recognize numbers in tens and ones
To be able to group/regroup numbers in tens and ones

Suggested Strategy:

The money cards are used to differentiate ones and tens in terms of money format which can help students to know about calculations in real life.

Instructions:

Take the money cards with ones (coins) and tens (notes) for the tens and ones representation (the tens and ones is first used to introduce the terms of tens and ones calculation).
Then give some numbers to students and ask them to use the money cards to represent the given numbers in terms of tens and ones.
This representation can be added up and the number in the tens and ones format could be written on students’ notebook.
To start with the numbers, the teacher can start with representing the numbers in ones by using coins, and then go for tens
Students can then be introduced about grouping ten 1’s to one 10’s.

Continuous Review:

Discussion:

Can you show me Rs.74 with the given money?
Can you show me Rs.37 and write on the board how much tens and ones are there?
How many Ten rupees’ notes are there in Rs.56?
How many One rupee coins are there in Rs.67?
Can you show me Rs.8 with the money given to you and write down how many ten rupees are there in it?
Can you show me Rs.70 with the money given to you and write down how many one rupee are there in it?
Show any rupees which has 3 tens with it.

Worksheets: