Ones and Tens
Count up to 50 objects by grouping the objects in tens.
Number Framework Stage 2
Problem: “Your job at the factory is to bundle up sweets and send them to the shops.
Each bundle has exactly 10 sweets in it. At the end of the day, you have to write down how many sweets you have packed.”
Give pairs of students about 50 items of loose material and get them to create bundles/containers of 10. Record answers for all the pairs in a table on the board or modelling book or show the answer on the arrow cards.
Many students will be able to read two-digit numbers but not realise that they represent ones and tens. This activity is designed to help them to learn this. In particular, many may not realise that “ty“ at the end of words means “tens”.
It’s important that students learn to decode words like “sixty” as six tens. You can assist this by rubbing out the headings in the table to leave the numbers only.
Example: With loose materials, the students repeat the grouping and recording objects in ones and tens.
Problem: “Jerry has 43 lollies, and Mark has 34 lollies. Who has more lollies?”
Record 43 and 34 on the board or modelling book. The students model both 43 and 34 with bundled materials and discuss the fact that 43 is more. Record “43 is more than 34” on the board or modelling book.
Examples: Word stories and recording for these pairs: Which number is larger: 56 or 65? 14 or 41? 25 or 52? 32 or 23? ...
To study this problem in greater depth, see Vince Wright, “The Bubblegum Machine”, Connected 2 1999.