Place of Value, Recognition of 10 as a Group Use for Primary 1

Class: Primary 1
Term: 1st Term
Week: 4
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Previous Lesson: Whole Numbers 1, 500.
Topic: Place Value
Subject Matter: Recognition of 10 as a group, Use of place value – Tens and Units (T, U) for numbers less than 100.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Identify 10 as a group of units.
• Recognize the place value of Tens (T) and Units (U) in numbers.
• Identify the tens digit and unit digit in any given number less than 100.

Affective Domain:

• Show interest in arranging numbers using place value.
• Appreciate the importance of place value in understanding numbers.

Psychomotor Domain:

• Arrange numbers into Tens and Units formation.
• Write numbers in the arranged format of Tens and Units.

Social Domain:

• Work collaboratively with peers to identify place values.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Primary Mathematics.
• State Unified Scheme of Work.
• New General Mathematics for Primary Schools, Book 1.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Bundles of ten sticks and single sticks.
• Place value chart (Tens and Units).
• Number cards.

Rationale for the Lesson

This lesson helps pupils understand how numbers are formed and the value of each digit based on its position. This understanding is important for performing basic arithmetic operations and for building a strong foundation in mathematics.

Prerequisite/Previous Knowledge

Pupils can count numbers from 1 to 100 and recognize individual digits.

Lesson Content/Board Summary

Place Value

Recognition of 10 as a group

A group of 10 means collecting ten single items together. For example, 10 single sticks can be tied together to form one bundle of 10 sticks.

Tens and Units (T, U)

Place value tells us the value of each digit in a number based on its position.

• Units (U): These are single items or numbers from 0 to 9. They are in the first position from the right.
• Tens (T): These are groups of ten. For example, 20 is 2 groups of ten. They are in the second position from the right.

Identifying Tens and Units in Numbers (less than 100)

To identify Tens and Units in a number, we look at the position of each digit.

Example 1: Identify the Tens and Units in the number 23.

Step 1: Write the number in a place value chart.

T | U

2 | 3

Step 2: Identify the digits in each column.

• The digit ‘3’ is in the Units place. So, 3 Units.
• The digit ‘2’ is in the Tens place. So, 2 Tens.

Therefore, 23 has 2 Tens and 3 Units.

Example 2: Write the number that has 5 Tens and 7 Units.

Step 1: Place the digits in their correct positions on the chart.

T | U

5 | 7

Step 2: Read the number formed.

The number formed is 57.

Therefore, 5 Tens and 7 Units make the number 57.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Place Value

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews counting numbers, and asks them to count 10 items. The teacher then introduces the topic “Place Value” by asking how they would count larger numbers efficiently.
Pupils’ Activity: Pupils greet the teacher, count items, and listen attentively.
Learning Point: Pupils are prepared for the new lesson.

Step 2: Recognition of 10 as a group

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher shows bundles of 10 sticks and individual sticks. The teacher explains that 10 single sticks make one bundle of 10. The teacher demonstrates by gathering 10 single sticks to form a bundle.
Pupils’ Activity: Pupils observe the demonstration and count along with the teacher.
Learning Point: Pupils understand that 10 units form a group of ten.

Step 3: Introduction of Tens and Units

Time: 8 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher introduces the terms “Tens” and “Units” using a place value chart (T, U). The teacher explains that Units are for single items (1-9) and Tens are for groups of ten. The teacher writes numbers like 5 and 10 on the chart to illustrate.
Pupils’ Activity: Pupils listen and copy the T and U chart into their notebooks.
Learning Point: Pupils learn the meaning of Tens and Units and their positions.

Step 4: Demonstrating Place Value with Numbers (less than 100)

Time: 8 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher uses bundles of ten sticks and single sticks to form numbers like 23 (2 bundles of 10 and 3 single sticks). The teacher then writes 23 on the board and shows how ‘2’ is in the Tens place and ‘3’ is in the Units place, repeating with another number like 45.
Pupils’ Activity: Pupils observe the demonstration and participate by counting the sticks.
Learning Point: Pupils visually connect physical representation to the written form of Tens and Units.

Step 5: Guided Practice – Identifying Tens and Units

Time: 7 minutes
Teaching Skill: Questioning/Practice
Teacher’s Activity: The teacher writes various numbers (e.g., 17, 34, 62) on the board and guides pupils to identify the tens digit and the unit digit for each number. The teacher provides immediate feedback.
Pupils’ Activity: Pupils volunteer to identify the tens and unit digits for the given numbers.
Learning Point: Pupils practice identifying the place value of digits.

Step 6: Writing Numbers in Tens and Units Formation

Time: 5 minutes
Teaching Skill: Application
Teacher’s Activity: The teacher gives examples like “3 Tens and 8 Units” and asks pupils to write the number. The teacher also gives numbers and asks pupils to write them in T and U format (e.g., 52 = 5 Tens 2 Units).
Pupils’ Activity: Pupils write the numbers and their T and U formation in their notebooks.
Learning Point: Pupils apply their understanding to write numbers based on place value.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What does “a group of 10” mean?
2. What does the ‘U’ stand for in place value?
3. What does the ‘T’ stand for in place value?
4. Identify the tens digit and the unit digit in the number 49.
5. Write the number that has 6 Tens and 1 Unit.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by reiterating the importance of place value in understanding numbers and assigns homework to practice identifying Tens and Units.
Pupils’ Activity: Pupils listen and copy the homework.
Learning Point: Pupils consolidate their learning and prepare for further practice.

Home Task: Solve two new exercises on Place Value. Show each step and check each answer.

Lesson Keywords

• Place Value – The value of a digit based on its position in a number.
• Tens (T) – The position for groups of ten in a number.
• Units (U) – The position for single items or numbers from 0 to 9.
• Group of 10 – Ten single items collected together.

Differentiation

For struggling learners, the teacher will provide more one-on-one guidance using physical manipulatives like sticks and beads. For advanced learners, the teacher will challenge them with slightly larger numbers (e.g., identifying hundreds) or asking them to create their own place value problems.

Note for teachers using this lesson plan

Ensure a hands-on approach with concrete materials to help pupils grasp the abstract concept of place value. Frequent repetition and visual aids are important for Primary 1 pupils. Encourage pupils to explain their reasoning for identifying tens and units.