# T4T Two-Digit Numbers with Ten Frames (Lesson 2)

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**Lesson excerpt:**

**NC Mathematics
Standard:**

**Understand place value.**

**NC.1.NBT.2 **Understand that
the two digits of a two-digit number represent amounts of tens and ones.

• Unitize by making a ten from a collection of ten ones.

• Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

• Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.

** **

**Additional/Supporting Standard:**

**Extend and recognize patterns in the
counting sequence.**

**NC.1.NBT.1 **Count to 150,
starting at any number less than 150.

**Understand place value.**

**NC.1.NBT.3** Compare two two-digit numbers based on the value of the
tens and ones digits, recording the results of comparisons with the symbols
>, =, and <.

** **

**Standards for
Mathematical Practice:**

3. Construct viable arguments and critique the reasoning of others.

6. Attend to precision.

7. Look for make use of structure.

**Student Outcomes:**

● I can represent two-digit numbers.

● I can compare two-digit numbers.

**Math Language:**

**What words or phrases
do I expect students to talk about during this lesson? **

Less, more, ones, tens

**Materials:**

● number cards (0-9), ten frame cards, ten frames, counters, 100 boards for support (optional)

**Advance Preparation**:

● Gather materials

** **

**Launch**

1. Two-Digit Numbers with Ten Frames (10 minutes)

Call on a student to
pick a number card from a stack of 0-9 number cards (attached). The number generated will be the number of *ones* in your number. The student should fill a ten frame with the
number that is generated.

The student should then pick another card to represent
the number of *tens*.
For each ten, the student should grab a complete ten frame card (attached). Name the number represented.

Repeat this a few times with different students.

**Explore**

2. Two-Digit Compare with Ten Frames (15-20 minutes)

Directions:

· Students will play with partners.

· Provide each student with a set of ten frame cards, a ten frame, and counters.

· Students will select 2 number cards. They will use those 2 digits to make a two-digit number and then use the ten frame cards to represent tens and counters to represent ones on a blank ten frame.

· Students will write down the numbers in their math journals.

· Whoever has the highest number wins a point.

As you observe, ask students:

·
*How many tens do we have?*

·
*How many ones do we have?*

·
*How many do we have on all the ten frames?*

If students are struggling, encourage them to skip count by 10s before adding on the 1s. A hundred board may be a useful tool to have them work with.

** **

**Discuss (**10 minutes)

3. Bring the class together to discuss the game. Suggested questions:

·
*What happened during the game?*

·
*What strategy did you use to find your number?*

·
*How does the game help you with place value?*

If time permits, have two students play a round in front of the class and ask:

·
*What strategy did they use to find your number?*

·
*How do we know which number is larger?*

·
*Does the number of tens or the number of ones determine
which number is larger?*