Mathematics · 1st Grade

Active learning ideas

Tens and Ones: Grouping Objects

Active learning helps students see that grouping by tens is a faster way to count large quantities. When children physically bundle objects, they experience why our number system uses place value, moving beyond abstract symbols to concrete understanding.

• Common Core State Standards
• CCSS.Math.Content.1.NBT.B.2

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Grouping Stations

Prepare four stations: bundle straws into tens, build numbers with base-10 blocks, match numeral cards to groups, compare two built numbers. Small groups spend 8 minutes per station, recording their constructions on worksheets. End with a share-out of comparisons.

Why is grouping by tens an efficient way to count large quantities?

Facilitation Tip

At the Grouping Stations, circulate and ask each pair to verbalize how many tens and ones they counted before moving on to the next station.

What to look for

Provide students with 25 counters. Ask them to group the counters into as many tens as possible and then identify the number of ones left over. Have them write the number they created and draw a picture showing their bundles of ten and single ones.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Experiential Learning
• 25 min · Pairs

Pairs: Number Builder Challenge

Partners take turns calling a two-digit number for the other to build with manipulatives. They check accuracy, then trade places and compare values by discussing tens versus ones. Extend by adding one more to cause a trade to tens.

Construct a two-digit number using bundles of ten and single units.

Facilitation Tip

During the Number Builder Challenge, prompt partners to trade ten ones for one ten bundle and describe what happens to the total count.

What to look for

Hold up a number of bundles of ten (e.g., 3 bundles) and a number of single ones (e.g., 4 ones). Ask students to write the two-digit number represented. Then, ask: 'What is the value of the digit in the tens place? What is the value of the digit in the ones place?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Whole Class

Whole Class: Place Value Mats

Distribute mats with tens and ones columns. Call numbers for all students to build simultaneously with shared manipulatives. Pause for choral responses on digit values, then have volunteers explain their groups.

Compare the value of a digit in the tens place versus the ones place.

Facilitation Tip

Use the Place Value Mats during whole-class discussion to model bundling with clear pauses for choral counting of tens and ones.

What to look for

Present students with two numbers built using manipulatives, for example, 32 (three tens, two ones) and 23 (two tens, three ones). Ask: 'Which number has more tens? Which number has more ones? Which number is larger and why?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Bundle and Draw

Students select manipulatives to build three teacher-chosen numbers, then draw and label their groups. They write the numeral and note tens and ones counts. Collect for a class display.

Why is grouping by tens an efficient way to count large quantities?

What to look for

Provide students with 25 counters. Ask them to group the counters into as many tens as possible and then identify the number of ones left over. Have them write the number they created and draw a picture showing their bundles of ten and single ones.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach this concept by letting students struggle slightly with loose counting first, then guiding them to invent bundling as a better way. Avoid rushing to the abstract; instead, let the materials anchor their understanding. Research shows that when children physically trade ones for tens, their brain forms stronger connections between the quantity and the symbol.

Students will confidently bundle ten ones into a ten and count two-digit numbers accurately. They will explain why 34 is three tens and four ones, not thirty-four separate items, and compare place values with clear reasoning.

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Watch Out for These Misconceptions

• During Grouping Stations, watch for students who count each stick one-by-one and do not attempt to bundle ten.

  Ask them to pause and consider: 'How could you group these sticks to count faster?' Model bundling ten sticks together and ask them to try bundling their own.

• During the Number Builder Challenge, watch for students who treat the digit 4 as always meaning four items, regardless of place value.

  Have partners swap digits and rebuild the number, then ask them to explain how the value changes from 4 to 40 using their bundles.

• During Place Value Mats, watch for students who believe tens bundles contain different or larger objects than ones.

  Use identical sticks for both tens and ones, and have students trade ten single sticks for a pre-made bundle while discussing that the objects are the same, only the grouping changes.

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Methods used in this brief

• Stations Rotation
• Experiential Learning