Ten as one group and place value of 10 for Primary 1

Class: Primary 1
Term: First Term
Week: 5
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Focal competence: Using Tens(T) and Units (U) place values
Key competencies/values: Collaboration
Skills:

• Recognising 10 as a group
• Placing number values appropriately

Previous Lesson: Counting, reading, writing and ordering numbers 6-9
Topic: Whole Number 10
Subject Matter: Ten as one group, place value of 10

Specific Objectives

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

Cognitive Domain

• Recognise 10 as a group.
• Place number values appropriately for 10.
• Count up to ten objects.
• Read and write the numeral 10.
• Identify the position of 10 in the number sequence.

Affective Domain

• Collaborate with peers during group activities.

Psychomotor Domain

• Make a group of ten from given objects or counters.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary Mathematics for Nigerian Schools, Pupil’s Book 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Counters (e.g., bottle tops, stones, beans)
• Sticks
• Number cards (showing numbers 1-10)
• Number line
• Whiteboard/Blackboard
• Markers/Chalk

Rationale for the Lesson

This lesson is fundamental for building a strong foundation in number sense and place value. Understanding 10 as a group is crucial for developing counting skills beyond single digits and for grasping the base-ten number system. It prepares pupils for more complex mathematical concepts involving addition, subtraction, and larger numbers.

Prerequisite/Previous Knowledge

Pupils should be able to count and recognise numbers 1 to 9, and identify simple groups of objects.

Lesson Content/Board Summary

Whole Number 10

Counting Ten Objects

We can count many things around us. When we count up to ten, we say “one, two, three, four, five, six, seven, eight, nine, ten.”

1. Count 10 fingers.
2. Count 10 toes.
3. Count 10 pencils.
4. Count 10 bottle tops.

Making a Group of Ten

When we put ten single items together, they form one group of ten. This group is called “one ten”.

1. Take 10 sticks and tie them together. This is one group of ten sticks.
2. Take 10 bottle tops and put them in a small bag. This is one group of ten bottle tops.

The Numeral 10

The number 10 is written using two digits: 1 and 0.

1. The digit ‘1’ comes first.
2. The digit ‘0’ comes after it.

Reading and Writing 10

We read the numeral ’10’ as “ten”.

To write 10:

1. First, write the digit ‘1’.
2. Next, write the digit ‘0’ beside it.

Place Value of 10

The number 10 has a special place value. It means we have “one ten” and “zero units”.

1. The digit ‘1’ is in the Tens (T) place.
2. The digit ‘0’ is in the Units (U) place.

We can show this as:

T U

1 0

Position of 10 in the Number Sequence

On a number line, 10 comes right after 9.

… 7, 8, 9, 10, 11, …

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Group Work, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the pupils and reviews numbers 8 and 9 by asking pupils to count objects up to 9. The teacher then introduces the number 10 as the next number after 9, showing the number card for 10.

Pupils’ Activity: Pupils respond to greetings, count objects up to 9, and observe the number card for 10.

Learning Point: Introduction to number 10

Step 2: Counting Ten Objects

Time: 7 minutes

Teaching Skill: Demonstration/Counting

Teacher’s Activity: The teacher guides pupils to count ten objects together, such as fingers, pencils, or bottle tops. The teacher ensures each pupil counts accurately to 10.

Pupils’ Activity: Pupils count along with the teacher and count various objects up to 10.

Learning Point: Counting to ten

Step 3: Making a Group of Ten

Time: 8 minutes

Teaching Skill: Grouping/Practical Activity

Teacher’s Activity: The teacher divides pupils into groups and provides each group with a collection of counters (e.g., sticks, bottle tops). The teacher instructs them to make a group of ten from their collection and tie or bundle them together.

Pupils’ Activity: Pupils work in groups to count out ten counters and form one group of ten.

Learning Point: Forming groups of ten

Step 4: Recognising 10 as One Group

Time: 5 minutes

Teaching Skill: Explanation/Recognition

Teacher’s Activity: The teacher uses the groups of ten made by the pupils to explain that ten individual items make one “ten” group. The teacher shows the number card for 10 again and relates it to the physical group.

Pupils’ Activity: Pupils observe the groups of ten and connect them to the numeral 10, recognising it as one group.

Learning Point: Ten as one group

Step 5: Place Value of 10

Time: 6 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher explains the place value of 10 using a Tens (T) and Units (U) chart. The teacher writes 10 on the board and shows that ‘1’ is in the Tens place and ‘0’ is in the Units place.

Pupils’ Activity: Pupils listen and observe the Tens and Units chart, understanding the position of the digits in 10.

Learning Point: Place value of 10

Step 6: Reading and Writing 10 and its Position

Time: 5 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher demonstrates how to write the numeral 10 on the board and guides pupils to write it in the air and then on their slates/books. The teacher also shows the position of 10 on a number line.

Pupils’ Activity: Pupils practice writing 10 and identify its position on the number line.

Learning Point: Writing 10 and its position

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. Count these sticks and tell me how many there are. (Teacher shows 10 sticks)
2. Show me a group of 10 bottle tops.
3. How do we write the number “ten”?
4. What does the ‘1’ mean in the number 10?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding number 10

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on counting, making groups, and place value of 10 into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson summary

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reiterating that 10 is one group of ten, and its place value is one Ten and zero Units. The teacher praises pupils for their participation.

Pupils’ Activity: Pupils listen and confirm their understanding.

Learning Point: Consolidation of 10 concept

Continuous Assessment/Further Study

Type: Homework
Instruction: Count and write the number 10 for each group of objects.

1. Draw 10 balls.
2. Draw 10 flowers.
3. Write the number 10 five times.
4. Circle the group that has ten items. (Teacher can draw a few groups with different numbers of items for pupils to identify)
5. Fill in the missing number: 7, 8, 9, ___, 11.

Lesson Keywords

• Ten – The number after nine.
• Group – A collection of items.
• Place value – The value of a digit based on its position in a number.
• Tens (T) – The position for groups of ten.
• Units (U) – The position for single items.

Differentiation

For weaker learners: Provide more one-on-one guidance during counting and grouping activities. Use larger, more tactile counters. Focus primarily on recognising 10 and counting to 10.
For faster learners: Challenge them to count beyond 10 or to identify how many groups of ten can be made from a larger collection of items (e.g., 20, 30). They can also write numbers from 1 to 10 in sequence.

Suggested Lesson Videos

For further understanding, search for “Counting to 10 for kids” or “Place value of 10 Primary 1” on YouTube.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have enough counters (sticks, bottle tops) for each group of pupils, along with number cards for 1-10 and a clear number line. Begin by engaging pupils with a quick review of numbers 8 and 9 before introducing 10. The hands-on activity of making groups of ten is crucial for pupils to grasp “ten as one group.” Clearly demonstrate the place value of 10 using a T/U chart. During guided practice, observe pupils closely as they write 10 and correct any misconceptions immediately. Pupils should copy the Board Summary notes after the main teaching and practice activities are completed. Encourage collaboration during group work to foster key competencies. Check for understanding throughout the lesson by asking questions and observing their practical work.