Reflection: Intervention and Extension Identifying Tens and Ones - Section 3: Showing your Work


In this lesson, I used ten frames to model the number of tens in a given number as a way to represent problems for struggling students.

Ten Frame












X   X   X

I explained the model as such:

"In the ten frame shown, each of the marks in the frame represents a ten.  Therefore, the number in the tens place is six. The number of marks on the outside of the tens frames represent the number in the ones place. Therefore, the number in the ones place is 3."

Then, I wrote the number 63 to show the number the illustration represents.

We used ladybug ten frames and markers.

For the number 57:

I ask students to paste five ladybugs inside the tens frame. This will help them to understand that the amount of ladybugs inside the tens frame represents the number in the tens place.

Then, I ask them to identify the number in the ones place. (7)

I explain  the number in the ones place can not be placed on the tens frame because that would mean it stood for tens not ones.  I ask them to point to the number in the tens place, and to count the number of ladybugs pasted on the tens frame.  I do this to check for understanding.

After that, I ask students to repeat this process until a desired level of understanding is reached.

See: Student work

  Intervention and Extension: Re-Teaching
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Identifying Tens and Ones

Unit 1: Numbers & Operation in Base Ten Grade 2
Lesson 10 of 10

Objective: Students will be able to understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; using dimes and pennies.

Big Idea: Students will be given set amount of money to add, and identify how many tens and ones.

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tens chart pic
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