Place Value of Numbers 1-99, Tens and Units for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and writing numbers 1-50
Topic: PLACE VALUE OF NUMBERS 1-99: TENS AND UNITS
Subject Matter: Place Value of Numbers 1-99: Tens and Units.

Specific Objectives

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

Cognitive Domain

• Identify an abacus and its parts (rods for tens and units).
• Recognise the tens and units place values of numbers 1-99.
• Represent numbers between 1 and 99 on an abacus.
• Interpret numbers shown on an abacus and say the number.

Affective Domain

• Listen attentively to the teacher’s explanations.
• Participate actively in classroom activities.
• Show interest in learning about place value.

Psychomotor Domain

• Manipulate an abacus to show numbers.
• Draw simple representations of numbers in tens and units.

Social Domain

• Take turns when using shared instructional materials.
• Cooperate with peers during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education Numeracy resources

Instructional Materials

• Large classroom abacus
• Individual pupil abacus (if available) or drawing of an abacus on slates/paper
• Charts showing numbers in tens and units
• Posters of abacus representations
• Bundles of ten sticks/straws and single sticks/straws
• Counters (e.g., bottle tops, beads)
• Number cards (1-99)
• Whiteboard/chalkboard and markers/chalk
• MP4 Player (for video)

Rationale for the Lesson

This lesson is important for 5-year-olds as it helps them understand that the position of a digit in a number changes its value. Understanding tens and units is a fundamental concept in numeracy, laying the groundwork for addition, subtraction, and comprehending larger numbers in their daily lives.

Prerequisite/Previous Knowledge

Pupils can count numbers from 1 to 99, recognise numerals, and have some experience with grouping objects.

Lesson Content/Board Summary

PLACE VALUE OF NUMBERS 1-99: TENS AND UNITS

What is Place Value?

Place value tells us what a digit is worth in a number. For example, in the number 24, the ‘2’ means something different from the ‘4’.

Tens and Units (Ones)

• Units (Ones): These are single items. We count them from 1 to 9. When we have 10 units, they become 1 ten.
• Tens: A ten is a group of 10 units. For example, 1 ten is 10, 2 tens is 20, 3 tens is 30.

How to show Tens and Units with objects:

• We can use sticks or counters.
• To show 12: We need 1 bundle of 10 sticks (1 ten) and 2 single sticks (2 units).
• To show 24: We need 2 bundles of 10 sticks (2 tens) and 4 single sticks (4 units).
• To show 31: We need 3 bundles of 10 sticks (3 tens) and 1 single stick (1 unit).

The Abacus for Tens and Units

An abacus is a tool we use to count and show numbers. It has rods:

• The rod on the right is for Units.
• The rod next to it (on the left) is for Tens.

Representing Numbers on the Abacus:

We put beads on the rods to show numbers.

• For Units: We put single beads on the units rod (up to 9 beads).
• For Tens: We put beads on the tens rod. Each bead on the tens rod means 10. So, 1 bead on the tens rod means 10, 2 beads mean 20, and so on.

Examples:

• Number 12: Put 1 bead on the Tens rod and 2 beads on the Units rod. (1 Ten, 2 Units)
• Number 24: Put 2 beads on the Tens rod and 4 beads on the Units rod. (2 Tens, 4 Units)
• Number 31: Put 3 beads on the Tens rod and 1 bead on the Units rod. (3 Tens, 1 Unit)
• Number 43: Put 4 beads on the Tens rod and 3 beads on the Units rod. (4 Tens, 3 Units)

What the Teacher Should Show or Draw

The teacher should display a large classroom abacus. Point to the units rod and the tens rod. Demonstrate how to place beads to represent various numbers, starting with simple ones like 10, 15, 20, 25, 30, and then moving to the examples 12, 24, 31, 43. Also, show bundles of ten sticks and single sticks to reinforce the concept.

Place Value Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Tens and units, side by side,
Tell us what the numbers hide.
Units on the right you see,
Counting one, two, three.
Tens are on the left, so grand,
Groups of ten across the land.
Tens and units, side by side,
Numbers’ secrets now we ride!

Actions:

Point right for “Units on the right”
Count fingers one, two, three
Point left for “Tens are on the left”
Make a circle with hands for “Groups of ten”
Wiggle fingers for “Numbers’ secrets now we ride!”

How to use the rhyme: Sing the song together after introducing the concept of tens and units and before showing the abacus. Repeat it during guided practice to reinforce the idea of position.

Watch and Learn: Place Value with Abacus

Let’s watch a short video to see how the abacus helps us understand tens and units.

https://www.youtube.com/watch?v=F014L3Uf54I

Key Words

• Place Value – what a number is worth based on its position.
• Units – single items, numbers from 1 to 9.
• Tens – groups of ten units.
• Abacus – a tool with rods and beads used for counting.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Manipulation of Objects, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts with a quick counting game from 1-20. The teacher then asks pupils what they remember about numbers and counting. The teacher introduces the topic by saying, “Today, we will learn how numbers have special places called ‘tens’ and ‘units’ using a special counting tool!”

Pupils’ Activity: Pupils respond to greetings, participate in the counting game, and listen attentively to the introduction.

Learning Point: Pupils are engaged and ready for the new lesson, linking to prior knowledge.

Step 2: Introduction to Tens and Units (Using Concrete Objects)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher uses bundles of 10 sticks/straws and single sticks/straws. The teacher shows 10 single sticks and bundles them to make “1 ten.” Then, the teacher demonstrates numbers like 12 (1 bundle of 10 and 2 single sticks) and 24 (2 bundles of 10 and 4 single sticks), explaining “tens” and “units.”

Pupils’ Activity: Pupils observe the teacher bundling sticks and identifying the “tens” and “units.” They repeat the terms “tens” and “units.”

Learning Point: Pupils understand the concrete representation of tens and units.

Step 3: Introducing the Abacus

Time: 4 minutes

Teaching Skill: Identification/Labelling

Teacher’s Activity: The teacher displays a large classroom abacus. The teacher points to the rods and explains, “This is an abacus! It helps us count big numbers. This rod on the right is for ‘units’ (or ‘ones’), and this rod on the left is for ‘tens’.” The teacher then sings the “Place Value Song” with actions.

Pupils’ Activity: Pupils identify the abacus and point to the units and tens rods as the teacher names them. They sing along with the “Place Value Song” and perform actions.

Learning Point: Pupils recognise the abacus and its units and tens rods, reinforcing the concept through song.

Step 4: Teacher Demonstration of Abacus Use

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to represent numbers on the abacus. Using the examples from the seed (12, 24, 31, 43), the teacher places the correct number of beads on the units and tens rods, explaining each step clearly. E.g., “For 12, we put 1 bead on the tens rod and 2 beads on the units rod.” The teacher also shows the video “Place Value with Abacus | Ones and Tens | Math for Kids” to reinforce the visual.

Pupils’ Activity: Pupils watch the teacher carefully, observing how beads are placed to form numbers. They repeat the numbers and their tens/units breakdown.

Learning Point: Pupils understand how to visually represent numbers in tens and units using an abacus.

Step 5: Guided Practice with Abacus

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher gives pupils individual abacuses (or asks them to draw a simple abacus on their slates). The teacher calls out a number (e.g., 15, 23, 30, 41) and guides pupils to represent it on their abacus/drawing. The teacher walks around to provide support and correct errors.

Pupils’ Activity: Pupils attempt to represent the called-out numbers on their abacuses or drawings, following the teacher’s guidance.

Learning Point: Pupils gain hands-on experience in representing numbers using the abacus.

Step 6: Interpretation and Writing Numbers

Time: 3 minutes

Teaching Skill: Interpretation/Reinforcement

Teacher’s Activity: The teacher displays a number on the classroom abacus (e.g., 24). The teacher asks, “How many tens do you see? How many units? What number is this?” The teacher then writes the number on the board, showing “2 tens and 4 units = 24.” The teacher repeats with another number like 31.

Pupils’ Activity: Pupils look at the abacus, identify the tens and units, and say the number represented. They observe the teacher writing the number.

Learning Point: Pupils learn to interpret abacus representations and connect them to written numerals.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What is this counting tool called?” (showing an abacus)
2. “Show me the units rod on the abacus.”
3. “Show me 2 tens and 5 units on your abacus.”
4. (Teacher displays 3 beads on tens rod and 2 beads on units rod on classroom abacus) “What number is this?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and summarises by saying, “Today we learned about tens and units using our abacus! We know that numbers are made of tens and units.” The teacher encourages them to look for tens and units in numbers around them.

Pupils’ Activity: Pupils listen to the summary and respond with claps or cheers.

Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.

Lesson Keywords

• Place Value – the value of a digit based on its position in a number.
• Units – the value of a single digit, from 1 to 9.
• Tens – a group of ten units.
• Abacus – a counting frame with rods and beads.

Differentiation

• Support: For pupils who are struggling, provide larger abacus beads or fewer numbers to work with (e.g., only numbers up to 20). Offer hand-over-hand guidance when manipulating the abacus. Use more repetition and visual cues with bundles of sticks before moving to the abacus.
• Extension: For pupils who grasp the concept quickly, challenge them with slightly larger numbers (e.g., 50s, 60s) or ask them to draw their own abacus and represent a given number. Ask them to explain in their own words what “tens” and “units” mean.

Note for teachers using this lesson plan

Before the lesson, ensure you have a large, clear classroom abacus and, if possible, smaller individual abacuses or pre-drawn abacus templates on slates for pupils. Prepare bundles of 10 sticks/straws and single sticks to introduce the concept concretely. The key idea for children to understand is that the position of a digit matters. Start with concrete objects, then move to the abacus, and finally to interpreting the numbers. Repeat the “Place Value Song” multiple times throughout the lesson to aid memorisation. Observe pupils closely during guided practice to identify those who need more support. Understanding should be judged by what the child can *do* – can they correctly place beads on the abacus for a given number, and can they say the number represented on the abacus? Encourage all pupils to participate actively, even if it’s just by pointing or repeating words.