Place Value Power Teacher Guide Elementary Math Intervention • Tier 2/3
Place Value Power: Tens & Ones
Instructional Guide
45-50 Min • Grades 1-2
Core Objective
Compose and decompose 2-digit numbers into groups of tens and remaining ones using physical and visual base-10 models.
CRA Progression
C: Snap cubes • R: Rod/unit drawings • A: Standard form (\(24 = 2\text{ tens } 4\text{ ones}\)).
Key Vocabulary
Digit , Place Value , Ten-Rod (tower of 10), One-Cube , Bundle/Regroup .
Manipulatives & Handouts:
✓ 20-30 interlocking cubes per student ✓ Place value workmats (Tens | Ones) ✓ Ten Frame Builders Worksheet ✓ Number Builder Practice Sheet
Phase 1: Concrete Warm-Up • "Stop the Count!" (10 min)
Concrete
Give each student a pile of 14 loose cubes. Ask them to count them as fast as possible. Notice who counts by ones and loses track.
Teacher Script: "Counting 14 tiny cubes one by one takes a long time and is easy to mess up! Let's build a shortcut. Snap exactly 10 cubes into a tall tower. Stop right at 10!"
→ Check each student's tower: "How many in this rod? Exactly 10! How many are left over loose? 4! So we say 1 ten and 4 ones make 14."
Phase 2: Explicit Modeling • The Place Value Mat (15 min)
Representational
Introduce the two-column chart: Left column is for Tens (rods), right column is for Ones (single cubes).
1. Modeling 23:
Place 2 rods in the Tens column. Place 3 loose units in the Ones column. Point to each rod: "10, 20... and 21, 22, 23." Show that 2 rods represent 20, not just 2 individual items.
2. Representational Sketch (Quick-Draw Method):
Teach the quick symbol system: Draw a vertical line \(|\) for a Ten-Rod (no need to draw 10 little squares) and a small dot \(\cdot\) or tiny box for a One-Cube. For 23: draw \(| \; | \; \cdot \; \cdot \; \cdot\).
3. Non-Example Check:
Show 3 rods and 2 ones. Ask: "Is this 23?" Lead students to articulate: "No, the tens place has 3, which is 30, so this is 32!"
Place Value Power • Intervention Guide Page 1 of 2
Instructional Flow • Guided Practice to Mastery
Scaffolding & Intervention
Phase 3: Guided Practice • "Build It, Sketch It, Write It" (12 min)
We Do
Distribute Ten Frame Builders Worksheet . Guide students through items 1 and 2 using the 3-step tactile sequence:
Step 1: Circle the Ten Count 10 loose items, circle them together to visually form one rod.
Step 2: Fill the T-Chart Write the digit for tens on the left and leftover ones on the right.
Step 3: Read Total Value Choral chant: "3 tens and 5 ones is thirty-five! \(30 + 5 = 35\)."
Phase 4: Independent Repeated Practice • Paired Stations (10 min)
You Do
Students transition to Number Builder Practice . Partners take turns reading the number, sketching the base-10 rods and unit cubes, and writing the expanded sentence (\(\text{Tens} + \text{Ones}\)). Circulate with the diagnostic table below.
Intervention Diagnostic Guide
Observed Error Root Misconception Immediate Scaffolding Move Reversing Digits (e.g., writes 41 for 14) Student reads right-to-left or hears "fourteen" and writes "4" first. Use color-coded columns: Yellow = Tens (always first), Blue = Ones (always second). Color match pencils. Counting Rod as "1" instead of "10" Treating the rod as a single discrete item rather than a group of 10. Physically snap 10 unit cubes together and touch-count all 10 segments. "One stick holds 10 friends!" Writes "204" for 2 tens and 4 ones Concatenating the expanded form value (20) with the units digit (4). Use layering place value arrow cards where the "4" card physically sits right on top of the "0" in 20.
Phase 5: Quick Debrief & 60-Second Exit Check (5 min)
Hold up 3 rods and 6 cubes. Have every student write their answer on a mini whiteboard:
Exit Question: "How many tens? How many ones? What is my number?"
3 Tens + 6 Ones = 36
Place Value Power • Intervention Guide Page 2 of 2
Ten Frame Builders Worksheet Place Value Intervention • Practice Sheet 1
Ten Frame Builders
Name:
Date:
Remember!
1 Ten-Rod = 10 small units locked together. • 1 One-Cube = 1 loose unit.
= 1 Ten (10)
= 1 One (1)
Part 1: Count the blocks. Fill in the Tens and Ones chart, then write the number!
EXAMPLE
Tens
Ones
1
4
1 Ten + 4 Ones = 14
1 Count the blocks
Tens
Ones
Total:
2 Count the blocks
Tens
Ones
Total:
3 Watch out for zero!
(no loose ones)
Tens
Ones
Total:
4 Count the blocks
Tens
Ones
Total:
Place Value Power • Ten Frame Builders Page 1 of 2
Part 2: Circle Groups of 10 • Bundling Practice
Name:
Directions: Circle exactly 10 stars to make 1 group of ten. Then count the leftovers to find the number.
5 Circle a group of 10
★★★★★ ★★★★★
★★★
Groups of 10:
Leftover Ones:
Total Stars:
6 Circle a group of 10
★★★★★ ★★★★★
★★★ ★★★
Groups of 10:
Leftover Ones:
Total Stars:
Part 3: Match the Value • Fill in the Bubble
7. Which number has 5 tens and 2 ones ?
A) 25
B) 52
C) 7
8. What is the value of 3 tens ?
A) 3
B) 13
C) 30
Super Challenge Problem
Maya has 2 tens and 9 ones . Her teacher gives her 1 more cube . How many tens does Maya have now? What is her new total number?
Tens now:
Ones now:
New Total:
Place Value Power • Ten Frame Builders Page 2 of 2
Number Builder Practice Place Value Intervention • Practice Sheet 2
Number Builder Practice
Name:
Date:
Strategy
Quick-Draw: Draw a tall stick | for each Ten . Draw a small dot • for each One .
Example: 13 = | •••
Part 1: Quick-Draw the blocks and complete each number sentence!
1 26
Draw sticks and dots here:
tens +
ones = 26
2 34
Draw sticks and dots here:
tens +
ones = 34
3 41
Draw sticks and dots here:
tens +
ones = 41
4 50
Draw sticks and dots here:
tens +
ones = 50
Place Value Power • Number Builder Practice Page 1 of 2
Part 2: Place Value Mystery Riddles
Name:
Riddle #1
"I have 3 tens and 8 ones . What number am I?"
My number is:
Riddle #2 • Tricky Order!
"I have 6 ones and 2 tens . What number am I?"
My number is:
Riddle #3
"I have 7 tens and 0 ones . What number am I?"
My number is:
Riddle #4 • Step Up!
"I have 4 tens and 9 ones . If you give me 1 more one, what number am I?"
My number is:
Part 3: Real-World Place Value Stories
Story 1: The Cookie Bakery Box of 10
Liam baked cookies. He filled 3 boxes of 10 cookies each. He also had 5 loose cookies on the plate. How many total cookies did Liam bake?
Quick sketch (boxes & dots):
Tens:
Ones:
Total Cookies:
Story 2: Sticker Sheets Sheet of 10
Kendra collected 48 stickers . She wants to put them onto sheets that hold 10 stickers each.
How many full sheets of 10?
How many leftover stickers?
How do you feel about Tens & Ones today?
Need Help 😔 Getting It 😊 Place Value Pro! 🏆
Place Value Power • Number Builder Practice Page 2 of 2
Place Value Answer Key Teacher Reference • Solutions
Place Value Answer Key
Worksheet 1: Ten Frame Builders
1 Part 1: Count & Fill Chart Solutions
Problem 1: 2 Rods + 3 Cubes
Chart: T: 2 | O: 3
Total: 23
Problem 2: 3 Rods + 5 Cubes
Chart: T: 3 | O: 5
Total: 35
Problem 3 (Zero): 4 Rods + 0 Cubes
Chart: T: 4 | O: 0
Total: 40
• Diagnostic: Ensure student does not write 4 or 400.
Problem 4: 1 Rod + 7 Cubes
Chart: T: 1 | O: 7
Total: 17
2 Part 2: Grouping & Bundling Solutions
Problem 5: 13 Stars Total
• Groups of 10: 1
• Leftover Ones: 3
• Total Stars: 13
Problem 6: 16 Stars Total
• Groups of 10: 1
• Leftover Ones: 6
• Total Stars: 16
3 Part 3: Value Match & Challenge Solutions
Item 7: 5 tens and 2 ones = ? Correct: B) 52
Item 8: Value of 3 tens = ? Correct: C) 30
Super Challenge Problem:
Maya has 2 tens and 9 ones (29). She gets 1 more cube: \(9 + 1 = 10\), which regroups into 1 new ten.
Tens now: 3 Ones now: 0 New Total: 30
Place Value Power • Teacher Answer Key Page 1 of 2
Teacher Reference • Solutions
Practice Sheet 2: Number Builder
Independent Practice Key
1 Part 1: Quick-Draw Expected Sketches
1. Number: 26 | | ••••••
Sentence: 2 tens + 6 ones = 26
2. Number: 34 | | | ••••
Sentence: 3 tens + 4 ones = 34
3. Number: 41 | | | | •
Sentence: 4 tens + 1 one = 41
4. Number: 50 | | | | | (no dots)
Sentence: 5 tens + 0 ones = 50
2 Part 2: Mystery Riddles Solutions
Riddle 1 (3 tens, 8 ones): 38
Riddle 2 (6 ones, 2 tens): 26 (Not 62!)
Riddle 3 (7 tens, 0 ones): 70
Riddle 4 (49 + 1 more): 50
3 Part 3: Word Problem Solutions
Clue Finder Teacher Guide Reading Intervention • Tier 2/3
Clue Finder: Question Detectives
Instructional Guide
40-45 Min • Grades 2-4
Lesson Goal
Students decode question words (Who, What, Where, Why), locate direct text clues, and produce scaffolded sentence answers.
Core Strategy
Color-Coded Text Detective: Underline the clue in the passage using highlighters matching the question word.
Learner Profile
Striving readers with weak recall, word-calling without meaning, or tendency to guess without referencing the text.
The 4 Detective Question Words Anchor Routine
WHO Person or Animal Look for a Name
WHERE Place or Location Look for in / at / on
WHAT Action or Thing Look for verbs/events
WHY Reason or Cause Look for "because / so"
Phase 1: Explicit Modeling • "Read the Clue First" (10 min)
I Do
Striving readers often read an entire passage and forget everything before seeing the questions. Teach the Detective Flip : read the question stem FIRST so students know what clue they are searching for.
Teacher Script: "Detectives never search a room without knowing what they are looking for! Look at Question 1: 'Where did Max hide?' Stop! The word is Where . That means my brain is hunting for a place , not a person. Let's read sentence by sentence until we spot the place."
Phase 2: Chunked Reading & Color Highlighting (15 min)
We Do
1. Two-Sentence Stop & Check:
Have student read just 2 sentences. Teacher asks: "Did we hear who? Did we hear where?" If yes, student underlines with the matching colored pencil.
2. Sentence Stem Formulation:
Model how to turn the question into the start of the answer. "Where did Leo go? → Leo went to the ______." Students fill in the exact clue word found in the text.
Clue Finder Detectives • Teacher Guide Page 1 of 2
Instructional Flow • Scaffolding & Diagnostic Fixes
Tier 2/3 Intervention
Phase 3: Scaffolded Practice Routine • "Prove It" (12 min)
You Do With Support
Distribute Clue Finder Passage Worksheet . Students work in pairs or guided table groups using the 3-step evidence routine:
1. Circle Question Word Identify if asking for a person, place, action, or reason.
2. Underline Text Clue Find the exact words in the text and underline them.
Clue Finder Passage Worksheet Reading Comprehension Intervention • Level A
Clue Finder: Case #1
Name:
Date:
Clue Decoder:
WHO = Person WHERE = Place WHAT = Thing/Action
Story 1: Leo and the Lost Puppy
Numbered Lines
1
Leo was walking through the sunny green park after school.
2
He stopped when he heard a quiet whimper behind a wooden bench .
3
Leo peeked behind the bench and spotted a tiny, shivering spotted puppy.
4
Leo gently wrapped the cold puppy inside his warm red jacket .
5
He smiled and carried the safe puppy straight to Officer Dan at the park gate.
Find the clue in the story, then complete the sentence frame:
1 WHO was walking through the sunny green park?
Clue: Look in Line 1
was walking through the sunny park.
2 WHERE was the shivering puppy hiding?
Clue: Look in Line 2 & 3
The puppy was hiding behind a .
3 WHAT did Leo wrap around the cold puppy?
Clue: Look in Line 4
Leo wrapped the puppy in his .
Clue Finder • Reading Comprehension Intervention Page 1 of 2
Clue Finder: Case #2 • The Secret Treehouse
Name:
1
Mia and her brother Sam wanted to build a sturdy treehouse in their backyard .
2
Their dad helped them carry wooden boards, shiny silver nails, and a tall yellow ladder.
3
They hammered all afternoon until the treehouse had a lookout window facing the woods.
4
Mia hurried up the ladder because she wanted to watch the bluebirds build a nest.
5
From the window, she could see the green treetop and hear the cheerful bird songs.
4 WHERE did Mia and Sam build their treehouse?
Line 1
They built the treehouse in their .
5 WHO helped them carry boards and nails?
Line 2
Their helped them carry the boards and nails.
6 WHY did Mia hurry up the ladder?
Clue: Spot "because" in Line 4
Mia climbed up because she wanted to .
7 Which tool did Dad bring to help build the treehouse?
A) Plastic rope
B) Silver nails
Question Clue Detective Practice Comprehension Strategy Lab • Practice Sheet
Question Clue Detectives
Name:
Date:
1 Part 1: Match the Detective Question Word to the Clue Type
WHO Always asks for a: Person / Animal
WHERE Always asks for a: Place / Location
WHEN Always asks for a: Time / Day
WHY Always asks for a: Reason / Because
2 Part 2: Read the Short Story • Find the 4 Clues
On Saturday morning, Ben rode his shiny red bicycle to the public library because he wanted to find books about outer space .
1. WHO rode the bicycle? Person
Answer:
2. WHERE did he ride? Place
Answer:
3. WHEN did he ride? Time
Answer:
4. WHY did he go there? Reason
Because he wanted:
Question Clue Detectives • Comprehension Lab Page 1 of 2
Micro-Story 2: Dr. Rosa's Animal Clinic
Name:
Dr. Rosa is a kind veterinarian who works at the pet clinic on Elm Street .
Yesterday, a family rushed in because their small cat, Milo , hurt his front paw jumping off a fence.
Dr. Rosa cleaned Milo's paw and wrapped it with a soft blue bandage so it could heal quickly.
5. WHO is the kind veterinarian? Who = Person
The veterinarian is .
6. WHERE does Dr. Rosa work? Where = Place
She works at the clinic on .
7. WHAT did Dr. Rosa put on Milo's paw? What = Thing
Dr. Rosa put a on his paw.
8. WHY did Milo hurt his paw? Why = Reason
He hurt his paw from .
Official Reading Detective Self-Check Checklist
1. I circled the question word first.
2. I found the proof in the story.
3. I wrote a complete sentence.
Question Clue Detectives • Comprehension Lab Page 2 of 2
Clue Finder Answer Key Teacher Reference • Solutions
Clue Finder Answer Key
Passage Worksheet Solutions
1 Case #1: Leo and the Lost Puppy Solutions
Question 1 (WHO): Who was walking through the park? Line 1
Expected Fill-in: Leo was walking through the sunny park.
• Diagnostic: If student writes "Officer Dan," prompt: "Who was walking at the very beginning of the story?"
Question 2 (WHERE): Where was the puppy hiding? Lines 2-3
Expected Fill-in: The puppy was hiding behind a wooden bench (or bench).
Question 3 (WHAT): What did Leo wrap around the puppy? Line 4
Expected Fill-in: Leo wrapped the puppy in his warm red jacket (or jacket).
2 Case #2: The Secret Treehouse Solutions
Question 4 (WHERE): Where did they build the treehouse? Line 1
Expected Fill-in: They built the treehouse in their backyard .
Question 5 (WHO): Who helped carry boards and nails? Line 2
Expected Fill-in: Their dad helped them carry the boards and nails.
Question 6 (WHY): Why did Mia hurry up the ladder? Line 4
Expected Fill-in: Mia climbed up because she wanted to watch the bluebirds build a nest .
Question 7 (Multiple Choice): Which tool did Dad bring? Correct: B) Silver nails
Clue Finder • Teacher Answer Key Page 1 of 2
Teacher Reference • Solutions
Question Clue Practice Key
Strategy Lab Key
1 Ben's Bicycle Story Solutions
1. WHO: Ben
2. WHERE: Public library
3. WHEN: On Saturday morning
4. WHY: Find books about space
2 Dr. Rosa's Animal Clinic Solutions
5. WHO (Veterinarian): Dr. Rosa
6. WHERE (Clinic location): The pet clinic on Elm Street
7. WHAT (Put on paw): A soft blue bandage
8. WHY (Hurt paw): Jumping off a fence
Reading Comprehension Intervention Diagnostic Rubric
Mastery (7-8 correct)
Consistently uses question stems to find direct text proof. Ready to transition to 3-chunk narrative passages and basic inferencing.
Emerging (5-6 correct)
Accurately answers Who and Where, but struggles with Why (causal) relationships. Continue paired highlighting with "because" cues.
