Tens and Ones Lesson Plan Grade 1 Math Unit 3 • Days 10 & 11 Combined
Total Group Time: 45 Minutes
Tens and Ones Unlocked
Decomposing 2-Digit Numbers into Tens & Ones and Renaming as All Ones
Standards: 1.NBT.1, 1.NBT.2a/b, 1.NBT.5
Format: Hands-On Concrete to Abstract
Combined Lesson Objectives
SWBAT decompose 2-digit numbers into groups of tens and extra ones using cubes, number bonds, and place value charts.SWBAT demonstrate and explain that a two-digit number can be named as tens and ones or as all ones (e.g., 2 tens 4 ones = 24 ones).
Manipulatives
• 40 linking cubes per scholar
• Teacher Hide Zero cards
• Dry-erase boards & pens
• Differentiated practice sheets
Pacing Breakdown (45 min) Tight, Active Inquiry
Warm-Up (5m)
Launch & Guide (13m)
Hands-On Work (15m)
Discourse (7m)
Exit (5m)
1 Fast Warm-Up & Skip-Counting (5 Minutes)
00:00 – 05:00
Fast Facts Drill (+1, +0) (2 min): 60-second oral rapid fire round to build fluency with counting on by 1.
Switch-Counting by Tens and Ones (3 min):
2 Launch & Guided Inquiry: Tens & All Ones (13 Minutes)
05:00 – 18:00
Phase A: The Core Discovery (1 Ten = 10 Ones)
Hold up 1 ten-stick of linking cubes. "Scholars, how many ones are inside this ten-stick?" (10 ones). Have students snap apart their ten-stick into 10 loose singles on their desk."Did the value change when we broke it apart? No! 1 ten is equal to 10 ones. Snap it back into 1 ten-stick!"
Phase B: Building & Renaming 24 (The Dual Question)
Show 24 with Hide Zero cards (20 and 4). "Scholars, build 24 using your cubes. Make as many tens as you can!" Question 1 (Tens & Ones): "How many ten-sticks did you make? (2 tens). How many extra loose cubes? (4 ones)." Record in Place Value Chart: [ 2 | 4 ] .Question 2 (All Ones Inquiry): "If we snapped every cube apart into singles, how many ones would we have in all?" Turn and Talk. Count together by tens and ones: "10 ones, 20 ones, 21, 22, 23, 24 ones!" 2 tens 4 ones is the same as 24 ones!
Phase C: Modeling Representations (Number Bond & Chart)
Quickly sketch on board: Total circle = 24 , parts = 20 (or 2 tens) and 4 (4 ones). Explain: "24 is the total. It can be called 2 tens and 4 ones, or 24 ones!"
Unit 3: Place Value Inquiry • Lesson Plan Page 1 of 2 (Turn over for Monitoring, Discourse & Exit Guide)
Active Monitoring & Discourse Protocol
18:00 – 45:00
!
Teacher Bright Line to Students (15 Minutes Practice)
"Hands-on first! Before writing any number, build the number with your cubes : make full ten-sticks and loose ones. Then record on your place value chart and complete your all-ones sentence!"
Academic Monitoring Matrix (Points of Error & Live Coaching)
Observed Student Error Diagnostic Cause Immediate Coaching Prompt Error 1: Only counts loose ones as total ones (e.g., says 26 has "6 ones total") Confuses "extra/loose ones" with total units making up the whole number. "How many ones are inside that ten-stick? 10! If you break all the sticks, count with me: 10, 20, 21... So how many ones in all?" Error 2: Inverts digits in chart (writes 4 in tens, 2 in ones for 24) Labels columns from right to left or matches single ones first. "Hold up your ten-sticks. How many? 2! Put 2 under 'tens'. Hold up your extra ones. 4! Put 4 under 'ones'." Error 3: Leaves unbundled groups of 10 in the ones space Doesn't recognize that 10 loose ones must be bundled into a ten-stick. "Can you make another stick of 10 with those loose cubes? Snap them together and move to the tens side!"
Supported Practice (Tier 1)
Pre-grouped visual ten-sticks and singles, bold sentence starters, linking cube mats with structured tens/ones boundaries. Focus on numbers 11 to 31.
Standard Practice (Tier 2)
Linking cube models across all problems, independent number bonds, numbers up to 39, targeted challenge with number 35, and flexible all-ones equations.
3 Discourse & Stamp the Big Idea (7 Minutes: 33:00 – 40:00)
Mathematician Comparison (2 Pre-Selected Scholars):
• Scholar A: Counted all cubes 1 by 1 to find the all-ones total (24 ones).Scholar B: Counted by tens (10, 20) and then switch-counted ones (21, 22, 23, 24).
Teacher Debrief Prompts:
"Why did both scholars get 24 ones? What is each ten made of?" (10 ones)."Which way was faster? Counting by tens first or counting each one?" (Counting tens first).
Big Idea Stamp: "Ten ones can be bundled to make 1 ten. A 2-digit number can be named by its tens and ones (3 tens 2 ones) OR by all of its ones (32 ones). Both ways have the exact same total value!"
4 Exit Ticket Administration (5 Minutes: 40:00 – 45:00)
Administer independently without teacher prompting. Read directions aloud once. Mastery Threshold: 2 out of 2 problems correct (identifying tens/ones in chart and stating equivalence as all ones).
Unit 3: Place Value Inquiry • Lesson Plan Page 2 of 2 (Complete 45-Minute Framework)
Tens and Ones Guided Practice Name:
Date:
Tens and Ones Guided Practice
Level 1: Supported
Build it with cubes first, then record tens, ones, and all ones!
Unit 3 Place Value 10 Ones = 1 Ten
Hands-On Rule: Build each number on your desk with linking cubes FIRST! Snap together your ten-sticks, keep loose ones separate, then fill in your paper.
1 Step 1: Build 16 with linking cubes!
Number: 16
1 ten
6 ones
tens ones
whole 16 part part
16 = ten ones
16 = all ones
2 Step 1: Build 23 with linking cubes!
Number: 23
3 ones
tens ones
whole 23 part part
23 = tens ones
23 = all ones
1st Grade Math • Tens & All Ones Guided Practice Page 1 of 2
Continue Building & Recording
Tens and Ones Guided Practice
Remember: 1 ten stick = 10 loose ones
3 Step 1: Build 27 with linking cubes!
Number: 27
7 ones
tens ones
whole 27 part part
27 = tens ones
27 = all ones
4 Step 1: Build 31 with linking cubes!
Number: 31
1 one
tens ones
whole 31 part part
31 = tens ones
31 = all ones
5 Think Like a Mathematician!
Mia built 1 ten-stick and 9 loose single cubes on her desk. If she broke her ten-stick into loose cubes, how many single cubes would she have in all?
Mia would have: cubes in all (all ones).
1st Grade Math • Tens & All Ones Guided Practice Page 2 of 2
Tens and Ones Independent Practice Name:
Date:
Tens and Ones Independent Practice
Level 2: Standard
Build each cube model, record tens and ones, and state total ones!
Unit 3 Combined 1 Ten = 10 Ones
Hands-On First: Build each number with linking cubes on your desk before writing! Snap ten-sticks together, keep single cubes loose, then record.
1 Linking Cubes Model: 17
Build 17 with cubes!
1 ten
7 loose ones
tens ones
whole 17 part part
17 = ten ones
17 is the same as all ones.
2 Linking Cubes Model: 26
Build 26 with cubes!
6 loose ones
tens ones
whole 26 part part
26 = tens ones
26 is the same as all ones.
3 Linking Cubes Model: 34
Build 34 with cubes!
4 loose ones
tens ones
whole 34 part part
34 = tens ones
34 is the same as all ones.
1st Grade Math • Tens & All Ones Standard Practice Page 1 of 2
Tens, Ones & Equivalence
Independent Practice (Continued)
Target: Fluency with Place Value & All Ones
4 Fill in the missing numbers to make each math statement true:
28
tensones
28 is the same as ones.
39
tensones
39 is the same as ones.
Reverse the Units:
tens and ones is 32 ones .
Reverse the Units:
tens and ones is 19 ones .
5 Mathematician Challenge: Number 35
Target: 35
Directions: Build the number 35 with your linking cubes! Draw your ten-sticks and loose single cubes, fill in the place value chart, and complete the all-ones equivalence sentence.
Target Number: 35 10-sticks: | Ones: •
Draw ten-sticks ( | ) and loose ones ( . ):
tens ones
tens ones
is the same as all ones!
How confident do you feel with tens and all ones?
Need Help Got It! Can Teach It!
1st Grade Math • Tens & All Ones Standard Practice Page 2 of 2
Tens and Ones Exit Ticket Name:
Date:
Tens and Ones Exit Ticket
5-Minute Check
Show what you know about tens, ones, and all ones!
Target Mastery Score: / 3
Teacher Note: Read each problem aloud once. Scholars complete work independently without prompting.
1 Count the cubes. Fill in the place value chart and sentence.
tens ones
There are cubes in total.
2 Complete each equivalence statement:
27
= tens ones is the same as all ones.
34
= tens ones is the same as all ones.
3 Represent the number 31 in three different ways:
1. Math Drawing
2. Number Bond
whole 31 part part
3. Place Value Chart
tens ones
1st Grade Math • Unit 3 Day 10 & 11 Combined Exit Ticket
Tens and Ones Math Mat Tens & Ones Workmat
Dry-Erase Manipulative Mat • Grade 1
Name:
10 Ones = 1 Ten
Zone 1
Hands-On Cube Building Zone (Place Your Linking Cubes Here!)
Got 10 loose ones? Snap into a ten-stick!
Tens Sticks (Bundles of 10) Up to 4 Sticks
Lay full 10-cube sticks inside the slots below:
Ten 1
10
Ten 2
20
Ten 3
30
Ten 4
40
Extra Ones (Singles) 10-Frame Organizer
Place 1 loose cube in each box. Fill top row first!
1
2
3
4
5
6
7
8
9
BUNDLE!
When all 10 boxes are full, snap together and move to Tens!
Zone 2
Dry-Erase Recording Zone (Write with Marker)
Write digits • Fill bond • State all ones
Place Value Chart
tens ones
Number Bond
whole part part
tens + ones
=
is the same as all ones
Laminate this mat for dry-erase reuse during whole-group and small-group math. 1st Grade Place Value Inquiry • Manipulative Mat
