Concept: Partioning involves using concrete materials to introduce the concept of numbers larger than 9. Using the concrete material of a ten frame students classify whole numbers above 9 into groups of tens. This concept allows students to recognise the value of the whole number and introduces the tens place value concept.

Using tens frame cards, introduce the concept of tens to children. Start with 28 buttons. Ask students how they could determine how many buttons there are in the pile, without counting by ones. We could count by two's or fives but there is a faster more efficient way. Let's count by tens.

Explain to students that they will use the ten frames to group the buttons into groups of ten to determine the amount of buttons. I would ask students to fill the ten frame cards from left to right, top to bottom to determine how many ten frames can be filled with buttons.

On this card we can see that we have ten single buttons or one group of ten.

On this card we can see that we have another group of ten single buttons or one group of ten.

On the third ten frame we have 8 buttons, not enough to make a third group of ten.

We have two groups of ten or 20 buttons altogether and 8 buttons left over. We do not have enough to form another group of ten. So we have 2 tens and 8 ones. We have 28 buttons.

Students Language
Materials Language

Skill: Completing a place value chart with MAB's, involves using a chart which where children can visually demonstrate a number. The chart shows the value of each digit in a number. The chart ensures that the digits are in the correct place and helps children to read the number correctly.

After the initial concept of tens has been introduced, reinforce the tens concept by using a place value chart and MAB's. To ensure children understand the tens concept, start with 76 ones MAB blocks.

Ask students to demonstrate their understanding by grouping the ones into tens.

We have 1 group of ten ones, that we can trade for one ten

We have another group of ten ones, that we can trade for another ten

We have another group of ten ones, that we can trade for another ten

We have another group of ten ones, that we can trade for another ten

We have another group of ten ones, that we can trade for another ten

We have another group of ten ones, that we can trade for another ten

We have another group of ten ones, that we can trade for another ten.

We don't have enough to make another group of ten. So we can say that we have 7 tens and 6 ones. We have 76 altogether.

Mathematics Language
Symbolic Language

Strategy: Numeral expander's are used for expanding numbers and teaching children how to write numbers. The numeral expander's help children read the number and recognise the place value of each number.

To develop the skill using the concrete resource of a numeral expander, I would begin by discussing with students the benefits of using a numeral expander. Numeral expander's can be used to help you read and write numbers. The expanders can tell us the place value of certain numbers and can be used to expand the number. Let's have a look at one.

We have the number 64. This numeral expander has a tens and ones column. The expander helps us write the number correctly. Let's put the number on the numeral expander.

How many tens do we have in this number? Open the numeral expander. We can say that we have 6 tens in this number.

How many ones do we have in this number? Open the numeral expander.

We can say that we have 4 ones in this number. We have 64 altogether.

We can also use the expander to expand the number. What number is in the tens place? 6 is is in the tens place. What number is in the ones place? 4 is in the ones place. But how many ones could we make altogether? We could make 64 ones altogether.

Explain to students that they will use the ten frames to group the buttons into groups of ten to determine the amount of buttons. I would ask students to fill the ten frame cards from left to right, top to bottom to determine how many ten frames can be filled with buttons.

On this card we can see that we have ten single buttons or one group of ten.

On this card we can see that we have another group of ten single buttons or one group of ten.

On the third ten frame we have 8 buttons, not enough to make a third group of ten.

We have two groups of ten or 20 buttons altogether and 8 buttons left over. We do not have enough to form another group of ten. So we have 2 tens and 8 ones. We have 28 buttons.

Materials Language

Ask students to demonstrate their understanding by grouping the ones into tens.

Symbolic Language

We have the number 64. This numeral expander has a tens and ones column. The expander helps us write the number correctly. Let's put the number on the numeral expander.

How many tens do we have in this number? Open the numeral expander. We can say that we have 6 tens in this number.

How many ones do we have in this number? Open the numeral expander.

We can say that we have 4 ones in this number. We have 64 altogether.

We can also use the expander to expand the number. What number is in the tens place? 6 is is in the tens place. What number is in the ones place? 4 is in the ones place. But how many ones could we make altogether? We could make 64 ones altogether.

Symbolic Language

Math A Tube (n.d.). Place Value Chart [image]. Retrieved August 30, 2010 from

http://www.mathatube.com/place-value-charts.html