Understanding Place Value: Tens and Ones with 25

Math Grades 1st Grade 2:55 Video
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Lesson Description

This lesson helps students understand that numbers are made up of tens and ones, using the number 25 as an example. We'll learn how to break down numbers to see the value of each digit.

Video Resource

Place value example with 25 | Place value (tens and hundreds) | Early Math | Khan Academy

Khan Academy

Duration: 2:55
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Key Concepts

  • Place Value (Tens and Ones)
  • Decomposing Numbers
  • Representing Numbers in Different Ways

Learning Objectives

  • Students will be able to identify the tens and ones digits in a two-digit number.
  • Students will be able to represent a two-digit number as a sum of tens and ones (e.g., 25 = 20 + 5).
  • Students will be able to explain the value of each digit in a two-digit number.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they know about the number 25. Write '25' on the board. Ask them if they know what each number means. Introduce the idea that numbers have 'places' like tens and ones, and each place has a value.
  • Video Viewing (5 mins)
    Play the Khan Academy video: 'Place value example with 25 | Place value (tens and hundreds) | Early Math | Khan Academy'. Instruct students to pay attention to how the video breaks down the number 25.
  • Discussion (5 mins)
    After the video, discuss what students learned. Reiterate that 25 is made up of 2 tens and 5 ones. Use physical manipulatives (like base-ten blocks) to visually represent this.
  • Practice with Manipulatives (10 mins)
    Provide students with base-ten blocks (or drawings of tens and ones). Give them other two-digit numbers (e.g., 32, 17, 41) and have them represent each number using the blocks/drawings. They should then write the number as a sum of tens and ones (e.g., 32 = 30 + 2).
  • Worksheet Activity (10 mins)
    Distribute a worksheet with different representations of numbers (e.g., pictures of tens and ones, sums like 20 + 7). Students should write the corresponding number for each representation. Also, include numbers where students must write how many tens and how many ones are in the number (e.g., In 48, there are __ tens and __ ones).
  • Wrap-up (5 mins)
    Review the key concepts. Ask students to explain in their own words what the tens place and ones place mean. Have a few students share their representations of numbers.

Interactive Exercises

  • Base-Ten Block Representation
    Provide students with a set of base-ten blocks. Call out different two-digit numbers and have them quickly build the number using the blocks. Time how fast they can build each number.
  • Online Place Value Game
    Use an interactive website or app that reinforces place value concepts (e.g., a game where students drag the correct number of tens and ones to represent a given number).

Discussion Questions

  • What is the biggest number you can make using only ones?
  • Why is it important to know about tens and ones?
  • Can you think of a time when you have used tens and ones outside of school?

Skills Developed

  • Place Value Understanding
  • Number Sense
  • Decomposition Skills
  • Visual Representation

Multiple Choice Questions

Question 1:

Which number is in the tens place in 25?

Correct Answer: 2

Question 2:

How many ones are in 25?

Correct Answer: 5

Question 3:

What does the 2 in 25 really mean?

Correct Answer: 2 tens

Question 4:

Which of these shows 25 broken apart?

Correct Answer: 20 + 5

Question 5:

If you have 2 tens, what number is that?

Correct Answer: 20

Question 6:

If you have 5 ones, what number is that?

Correct Answer: 5

Question 7:

Which number has 3 tens?

Correct Answer: 30

Question 8:

What is another way to say 2 tens and 5 ones?

Correct Answer: 25

Question 9:

What number has more tens? 25 or 15?

Correct Answer: 25

Question 10:

Which shows 25 using blocks?

Correct Answer: 2 long blocks and 5 small blocks

Fill in the Blank Questions

Question 1:

The number 25 has _____ tens.

Correct Answer: 2

Question 2:

The number 25 has _____ ones.

Correct Answer: 5

Question 3:

2 tens is the same as the number _____.

Correct Answer: 20

Question 4:

5 ones is the same as the number _____.

Correct Answer: 5

Question 5:

25 is the same as _____ + 5.

Correct Answer: 20

Question 6:

In the number 17, there is 1 _____.

Correct Answer: ten

Question 7:

In the number 17, there are 7 _____.

Correct Answer: ones

Question 8:

3 tens and 0 ones is the number _____.

Correct Answer: 30

Question 9:

The _____ place tells us how many groups of ten we have.

Correct Answer: tens

Question 10:

The _____ place tells us how many single units we have.

Correct Answer: ones

Educational Standards

CCSS.Math.Content.1.NBT.B.2:Understand that the two digits of a two-digit number represent amounts of tens and ones. CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Teaching Materials

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