• I can read an arrangement of rods and ones by counting the rods by tens, then counting on the ones

• I can build a number from a spoken description, such as three tens and five ones

• I can find the tens first when the ones are described first, such as nine ones and one ten

• I know that a description like eight tens and zero ones, or zero tens and five ones, is still a complete description

Success Criteria

Lesson 1: Combining Tens & Ones

We are learning to read and build a number from a description of how many tens and how many ones it has.

• I can take apart a built number into its rods and ones and state how many of each

• I can read a two-digit number and say its tens and ones straight from the digits, without building it

• I know that a decade number like sixty has zero ones, and I can say that completely

• I know that a single-digit number like eight has zero tens, and I can say that completely

Success Criteria

Lesson 2: Partitioning Tens & Ones

We are learning to read the number of tens and ones straight from the digits of a two-digit number.

• I can say which digit is in the tens place and which is in the ones place for a two-digit number

• I can build blocks to match each digit in its place, such as rods for the tens place and ones for the ones place

• I know that a digit in the ones place shows zero when a number is a whole number of tens

• I know that a single-digit number has an empty tens place

Success Criteria

Lesson 3: The Names of the Place Values

We are learning that each digit in a two-digit number sits in a named place, the tens place or the ones place.

• I can state the value of a digit based on the place it sits in, such as the four in forty-seven being worth forty

• I can state the value of the ones digit in a two-digit number

• I know that the same digit has a different value depending on its place, such as the four in forty-seven and the four in thirty-four

• I can check a digit's value using MAB blocks, such as four rods being worth forty

Success Criteria

Lesson 4: Identifying a Value in a Place

We are learning that a digit's value depends on which place it sits in, not just what digit it is.

• I can trade one rod for ten ones and show that the total amount has not changed

• I know that a description with more than nine loose ones, such as two tens and fourteen ones, is still correct in renaming

• I can find the total when a number is described in a non-tidy way, such as three tens and sixteen ones

• I can trade ten loose ones for a rod to find the tidy form of a number

Success Criteria

Lesson 5: Regrouping Tens & Ones

We are learning that a number can be described in more than one way by trading a ten for ten ones.

• I know that one ten is the same as ten ones, and I can convert a number of tens into ones

• I know that ten ones make one ten, and I can convert a number of ones into tens

• I can convert both ways quickly, without counting all the ones one by one

• I know that ten tens is the same as one hundred ones

Success Criteria

Lesson 6: The Language of Unitising

We are learning to convert between tens and ones without counting one by one.