Grade 2 · place value
Build tens and ones
Explain a two-digit number as groups of ten and leftover ones.
Try a little together. Every step is optional, and you can stop whenever you need.
Show it
Get ready: Twenty-three counters and two small mats, or blocks that join into tens.
Move one step at a time
0 tens and 23 ones. Still 23 counters.
23 = 20 + 3
- Count out 23 counters. Make two groups of ten, with three counters left over.
- Say: “Each group has ten. Ten, twenty, then twenty-one, twenty-two, twenty-three.”
- Write 23. Point to the 2: “Two tens means twenty.” Point to the 3: “Three ones means three.” Write 20 + 3 = 23.
“What does the 2 in 23 tell us about the counters?”
Build 14 and 23. Take turns being the builder and the person who writes the number. Check that both representations agree.
What to notice and a response to try
The child reads the digits as two and three, or treats a group of ten as just one counter.
Open one group and count its ten counters. Put it back together. It is one group, but it holds ten ones. Match each digit to its groups or loose counters.
Keep going with objects or paper
Sort a small collection of blocks into groups of ten and leftovers. Write its number together and explain what each digit means.
This works without a screen, an account or a printer.
Or play Place Value Pet Shop
Choose Open Shop to begin with tens and ones. Tap a ten or a one to pack it. Ask what each digit means before checking the order.
Games use a free adult account. When you’re ready, choose “Back to our idea” in the game. Finishing the game is optional.
Play Place Value Pet Shop →Use a classroom tool together
Build 23 with two tens and three ones. Ask what each block represents before checking the number.
Open Place Value Blocks →Free, no sign-in. Come back to this guide when you’re ready.
Draw two bundles of ten sticks and six single sticks on paper. Ask: “What number is this? How do you know?”
Listen and look for
The child explains that the bundles hold twenty and the six singles make 26. Ask them to show a bundle’s ten if they count it as one.
Let them point, move objects, draw or explain aloud. One example starts a conversation; it does not establish mastery.
A good place to pause
Next time, try the idea with different objects or numbers. Notice how your child shows their thinking.
Sort a small collection of blocks into groups of ten and leftovers. Write its number together and explain what each digit means.
Only your place in this guide is remembered. No answer or judgment about your child is saved.
Need an easier example or a break?
Start with ten loose counters. Make one group of ten, then add one loose counter to build 11.
Try one example yourself while your child watches. Keep fingers, objects and drawings available. If it feels frustrating, stop and return to something familiar another day.
Ready for more?
Show 23 as two tens and three ones, then as one ten and thirteen ones. Explain why both still show 23.
Use it with your class
One shared screen is enough. Give pairs objects or paper so everyone can take part.
- Show 23 counters. Ask how grouping them could make the total easier to see.
- Model two tens and three ones. Pairs build a number, then swap roles to draw or write it.
- Compare two different ways to group 23. Finish with a drawing of a new number.
Curriculum connection: Gr 2 · N7 in the NB 2009 guide. This activity practises part of the outcome; it is not an assessment of the whole outcome.
Take the same idea home
Share this free guide or print a short card for families. The link contains only the topic, with no names or progress attached.
Ready-to-share family note
We’re exploring: Build tens and ones. Explain a two-digit number as groups of ten and leftover ones. Try this together at home: Sort a small collection of blocks into groups of ten and leftovers. Write its number together and explain what each digit means. You can use objects or paper, and stop whenever you need. Free guide: https://mraube.ca/learn/tens-and-ones