MathsYear 1Spring Block 2 (Place Value)02 Tens and Ones › Year 1 Tens and Ones Place Value Resource Pack

Year 1 Tens and Ones Place Value Resource Pack

Year 1 Tens and Ones Resources

Step 2: Year 1 Tens and Ones Spring Block 2 Resources

Year 1 Tens and Ones Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Spring Block 2.

0 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 5 (0 votes, average: 0.00 out of 5)
You need to be a registered member to rate this.

Loading...

Not a member? Sign up here.

What's included in the pack?

This pack includes:

  • Year 1 Tens and Ones Teaching PowerPoint.
  • Year 1 Tens and Ones Varied Fluency with answers.
  • Year 1 Tens and Ones Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 1: (1N1a) Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

Mathematics Year 1: (1N1b) Count in multiples of twos, fives and tens

Mathematics Year 1: (1N2a) Count, read and write numbers to 50 in numerals

Mathematics Year 1: (1N2b) Given a number, identify one more and one less

Mathematics Year 1: (1N4) Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

Differentiation:

Varied Fluency
Developing Questions to support finding tens and ones using numbers up to and including 50. Using ten frames, number pieces and bead strings. Numerals only.​
Expected Questions to support finding tens and ones using numbers up to and including 50. Using Base 10, straws and number pieces. Numerals and words.​
Greater Depth Questions to support finding tens and ones using numbers up to and including 50. Using Base 10 and place value counters, presented in a mixed arrangement where tens and ones are not grouped. Numerals and words.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Identify which numbers can be made with the equipment. 3 numbers up to 50 are given, and number pieces and tens frames are used.
Expected Identify which numbers can be made with the equipment. 5 numbers up to 50 are given, and straws and Base 10 are used.
Greater Depth Identify which numbers can be made with the equipment. 5 numbers up to 50 are given, and Base 10 and place value counters are used in a mixed arrangement.

Questions 2, 5 and 8 (Reasoning)
Developing Explain the mistake made when representing a number using tens and ones. Tens frames and bead strings are used to represent numbers up to 50.
Expected Explain the mistake made when representing a number using tens and ones. Straws and Base 10 are used to represent numbers up to 50.
Greater Depth Explain the mistake made when representing a number using tens and ones. Base 10 and place value counters are used in a mixed arrangement to represent numbers up to 50.

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether there are enough materials to complete a part-whole model. Number pieces are used to represent numbers up to 50. Tens partially filled, ones completed.
Expected Explain whether there are enough materials to complete a part-whole model. Base 10 is used to represent numbers up to 50. Tens and ones partially filled.
Greater Depth Explain whether there are enough materials to complete a part-whole model. Base 10 and place value counters are used in a mixed arrangement to represent numbers up to 50.

This resource is available to download with a Premium subscription.