Section A Place Value Number of Periods: 3

Learning Objective Expected Prior Knowledge

 2Np.01 Understand and explain that the value of  Understand that zero is a place holder.
each digit in a 2-digit number is determined by its
position in that number, recognising zero as a
place holder.

Note
In this section, students learn to count in 10s and 1s. Using the C-P-A approach, students start with
concrete manipulatives such as modelling clay. Students use modelling clay to form items to be counted.
Give students opportunities to place objects in 10s and 1s. This will lead them to realise that the 10s and 1s
together form a 2-digit number, for example, 18 is 10 and 8. They then progress to the pictorial stage by
referring to place-value charts in the Student’s Book. Students will only progress to the abstract stage if they
have demonstrated a solid understanding of the concrete and pictorial stages of the problem.

Students will be taught to understand and explain that the value of each digit in a 2-digit number is
determined by its position in that number and to recognise zero as a place holder. Numbers in 10s, such as
20 and 30, will be used to ensure students understand that zero is a place holder.

Language Support

Vocabulary: value

Distribute a copy of TR2A: Place-value Chart to each student. Laminate it so that students can re-use it.
Write a number on the chart and show the numbers on the chart using counters.
Explain: The digit 3 is in the 10s place. Its value is 30. The digit 8 is in the 1s place. Its value is 8.

Common Misconception

Misconception:
Students may think that 12 = 1 + 2 or 12 = 10 tens + 2 ones.

How to address the misconception:

Use the place-value chart from Language Support. Guide students to see that 12 = 10 + 2, so it is not the same
as 1 + 2 or 10 tens + 2 ones.

At the end of the lesson, have students practise with other 2-digit numbers to check that they have cleared their
misconception.

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Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your requirements.

Lesson 1 (40 min)

Warm-up Chapter Opener
(10 min)  This scene provides a context for students to count in 10s and 1s.
 Facilitate a class discussion by asking students:
- How many chocolate bars do Ron and Izzy need? (Expected answer: 27.)
- How many chocolate bars are there in each packet? (Expected answer: 10.)
- Are 2 packets enough? Why? (Expected answer: No, there are 20 bars of chocolates in 2
packets, which is not enough for 27 students.)
- If Ron takes 1 more bar of chocolate, is it enough? (Expected answer: No.)
- How many more bars do they need? (Expected answer: 7 more bars.)
- How many packets and how many loose bars of chocolates do you think they would buy?
(Expected answer: 2 packets and 7 loose bars of chocolate.)
· Ask a few students to answer the questions.
· Have students practise conjecturing (TWM.03) as they think about the answers.
· Use the MCE Cambridge app to launch the virtual manipulative* on page 19 of the Student’s
Book to represent the 27 bars of chocolate. You may wish to invite volunteers to use the virtual
manipulative to represent the other number of items that they can find in the Chapter Opener
scene.
 Then go through the objectives of this chapter.

*This material has not been through the Cambridge International endorsement process.

Lesson  Go through the learning objectives that students will learn in this section.
Introduction
(5 min) Look Back
 Ask students to recall their prior knowledge of zero as a place holder by discussing these
questions as a class:
- How many fish has Ron caught? (Expected answer: 5.)
- How many fish has Ralph caught? (Expected answer: 0.)
 Students face each other and use their fingers to show the number of fish Ralph and Ron have
caught. (Expected answers: Students hold up no fingers for Ralph and 5 fingers for Ron.)

Lesson Thinking Cap

development  The objective is to have students use their prior knowledge to explore new ideas and possible
: solutions through critical and creative thinking.
Anchor Task  Prepare concrete manipulatives, such as modelling clay, to form beads to represent the fish.
C-P-A  Use the Pairs-Showdown strategy. See p. xiv for detailed steps.
(10 min)  Have students find out what the digits ‘2’ and ‘3’ mean.
 Provide each pair of students with some modelling clay.
 Ask students to make use of the dough to represent the fish.
 Students practise conjecturing (TWM.03) as they think about what the 2 and 3 stand for.
(Expected answer: 2: 2 10s or 20, 3: 3 1s or 3.)
 Ask a few students to share their answers with the class. Remind them to respect one another’s
views.
 At the end of the lesson, revisit the problem to have students reflect on their thinking and apply
their newly learnt knowledge to count in 10s and 1s.

Lesson Let’s Learn (a)

development  This practice requires students to make groups of 10.
:  Prepare some modelling clay to be given to each pair of students.
Learn (a)  Facilitate a class discussion by asking:
C-P-A - Can all the eggs be grouped into 10s? (Expected answer: Yes.)
(15 min)  Instruct students to use the modelling clay to make the eggs and put them into groups of 10s.
 Ask:
- How many 10s are there? (Expected answer: 4.)
- What is another way of writing 4 10s? (Expected answer: 40.)
- How many 1s are there? (Expected answer: 0.)
- What is another way of writing 0 1s? (Expected answer: 0.)

Lesson 2 (40 min)

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Lesson Let’s Learn (b)
development  This practice requires students to count and write in groups of 10s and 1s.
:  Ask students:
Learn (b) - How many 10s are there? (Expected answer: 3.)
C-P-A - How many 1s are there? (Expected answer: 4.)
(15 min)  Have students look at how 34 is placed in the place-value chart.
 Use the Pairs-Showdown strategy. See p. xiv for detailed steps.
 Have students fill in the blanks in the Student’s Book.
 Go through the answers as a class. (Expected answers: 3 10s or 30, 4.)
 Show students 2 different ways of writing 34:
- 34 = 30 + 4
- 34 = 3 10s + 4 1s or 3 10s and 4 1s.
 Use the Think-Pair-Share strategy to have students break down 45. See p. xi for detailed steps.
 Repeat this with other 2-digit numbers until students are familiar with writing numbers in these
two ways.
 Ask students the following guiding questions:
- In what way can you break down 45? (Expected answer: Into 10s and 1s.)
- How many 10s and 1s are there in 45? (Expected answer: 4 10s and 5 1s.)

Lesson Let’s Practise

development  Allow students to try the questions independently. Assess students as they work and give
: assistance if help is required.
Independent  Go through the questions and encourage students to explain their answers. Have students check
Practice if their answers are reasonable. Select students who have different answers and have the rest of
(15 min) the class discuss if it can be an alternative answer.
- (1) Ensure students can write the place value and value of each digit in a 2-digit number. Go
through part (a) with students and let them do parts (b) and (c) independently. Ask students:
Which digit is in the 10s place? (Expected answer: 4.) Which digit is in the 1s place?
(Expected answer: 7.)
- (2) Ensure students can write a 2-digit number in 10s and 1s and vice versa. (Expected
answers: a 90, b 16.)
- (3) Have students practise specialising (TWM.01) by going through the conditions stated in
the question. Discuss a few possible answers by asking: What are the possible answers for
A? (Expected answers: 12 to 18.) Why is 19 not a possible answer? (Expected answer: C
has the greatest 1s digit.) What are the possible answers for B? (Expected answers: 81 to
87.)

A B C
11 80 19, 29, 39, 49, 59, 69, 79, 89,99
12 80, 81 19, 29, 39, 49, 59, 69, 79, 89, 99
13 80, 81, 82 19, 29, 39, 49, 59, 69, 79, 89, 99
14 80, 81, 82, 83 19, 29, 39, 49, 59, 69, 79, 89, 99
15 80, 81, 82, 83, 84 19, 29, 39, 49, 59, 69, 79, 89, 99
16 80, 81, 82, 83, 84, 85 19, 29, 39, 49, 59, 69, 79, 89, 99
17 80, 81, 82, 83, 84, 85, 86 19, 29, 39, 49, 59, 69, 79, 89, 99
18 80, 81, 82, 83, 84, 85, 86, 87 19, 29, 39, 49, 59, 69, 79, 89, 99

(Expected answer: The number of crayons in Box A is between 10 and 20. The number of crayons in
Box B is between 80 and 90 and the value of B’s 1s digit is less than the value of A’s 1s digit. The
number of crayons in Box C has the greatest 1s digit which is 9.)
 Make a note of the gap in students’ learning. Revisit the sections that they need more help with.
 Have students check if their answers are reasonable and share if they have different answers
from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses that were noted on the
board at the beginning of the lesson to address misconceptions, if any.

Lesson I Can …
Wrap-up  Have students reflect on what they have learnt.
(10 min)  Ask them about any difficulties they face when finding the value of each digit in a number. Invite
volunteers to share how they overcome their difficulties.

Activity Book
 Assign Worksheet 2A for students to complete at home.

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