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Level One > Number and Algebra

# "Teen" and "Ty" Numbers

Keywords:
Specific Learning Outcomes:

Identify all of the numbers in the range 0–100, at least.

Description of mathematics:

Number Framework Stage 4

Required Resource Materials:
Student copies of Hundreds Board (Material Master 4-4)
Tens Frames (Material Master 4-6)
Slavonic abacus
Transparent counters
Activity:

#### Background

“Teen” numbers can be very troublesome for some students because they do not realise that “teen” means 10, and the usual rule of saying tens before ones is broken. For example, sixteen means literally “six and ten”, which really should be “ten and six”. Also 11 and 12 break the “teen” pattern by not being “oneteen” and “twoteen”. Further confusion can occur for the students who fail to realise words ending in “ty” are tens. In particular, many students confuse “sixty” with “sixteen”. Persistence in teaching “teen” and “ty” is needed in overcoming these problems as understanding these numbers is essential by the time part-whole thinking emerges.

#### Activity – “Teen” Numbers

Seat the students in pairs. One partner shows 10 fingers. The other partner shows any number of fingers from one to nine, say six. The “ones” person says “six” and the other partner says “10”, and together they say “is sixteen”.

As a class, record teen numbers as equations on the board or modelling book, and get the students to read them out loud. For example 10 + 4 = 14 is on the board or modelling book. The students say “Ten and four is the same as (equals) 14.”

#### Activity – “Teen” Numbers

In pairs, one student points to a number between 10 and 20 on the hundreds board and the other student reads the number. Then together they show that many fingers. Repeat with the roles reversed.

#### Activity – “Teen” Numbers

On the Slavonic abacus, push across 10 beads on the first row, and then push across extra beads for any amount from 11 to 19, to allow the students to practise recalling the “teen” number facts.

#### Activity – “Ty” Words

Screen a Slavonic abacus from the students’ view while you move complete rows of 10. Turn the abacus around and ask the students to tell you how many beads they can see. Link the number of tens to the structure of the word, for example, “eight tens is eighty”, and its numeral on the hundreds board, for example, 80.

#### Activity –”Teen” and “Ty” Bingo

Every student has a hundreds board and eight transparent counters. Each student places transparent counters on any eight “teen” and “ty” numbers of their choice. You show a succession of “teen” and “ty” numbers on the Slavonic abacus. If any student has a counter on the matching number, they remove that counter. The first player to remove all their counters wins.

## Who wins?

Identify and order decimals to three places.

Order fractions, decimals and percentages.

Order numbers in the range 0–100.

Order the numbers in the range 0–1000.

Order whole numbers in the range 0–1 000 000.

Identify symbols for any fraction, including tenths, hundredths, thousandths, and those greater than 1.

Find equivalent fractions and order fractions.

Know benchmarks for converting between common fractions, decimals and percentages.

Identify and order decimals to three places.

Order fractions, decimals and percentages.

## Squeeze - Guess my Number

Order numbers in the range 0–100.

Order the numbers in the range 0–1000.

Order whole numbers in the range 0–1 000 000.

Read decimals with tenths, count forwards and backwards in tenths, order decimals with tenths.

Identify and order decimals to three places.

## Number Line Flips

Say the forwards and backwards number word sequences in the range 0–10.

Say the forwards and backwards number word sequences in the range 0–20.

Order the numbers in the range 0–20.

Order numbers in the range 0–100.

Order the numbers in the range 0–1000.

Order whole numbers in the range 0–1 000 000.

Read decimals with tenths, count forwards and backwards in tenths, order decimals with tenths.

Identify and order decimals to three places.

## Rocket - Where will I fit?

Order numbers in the range 0–100.

Order the numbers in the range 0–1000.

Order whole numbers in the range 0–1 000 000.

Read decimals with tenths, count forwards and backwards in tenths, order decimals with tenths.

Find equivalent fractions and order fractions.

Identify and order decimals to three places.

Order fractions, decimals and percentages.