Goal: recognise ten ones as one new ten and 30 as 3 tens/0 ones. Materials: 2 strips, 10 loose counters, spare teacher-prepared strip, seed-design card.
- Notice, 3: Show 29 as 2 tens + 9 ones. Ask “What if one more arrives?” Let learners predict and keep predictions visible.
- Model, 5: Add one, count 10 ones, place them over a ten-strip and exchange. “The amount is unchanged; ten loose ones can be one ten. Now three tens and no loose ones: 30.” Write 29, 30; do not call the zero “nothing in the whole number.”
- Together, 8: In pairs remake 28, 29, 30. Say the sequence, move one counter each time, exchange at 30; compare pictures for seed packet design (3 strips of 10 marks).
- Try, 6: Learner receives 2 strips + 10 ones. Show 30 in two ways: before and after an exchange; draw/select 30. A child unable to handle ten small pieces directs an adult or uses ten large tactile spaces.
- Check, 3: Ask “What numeral has 3 tens and 0 ones? What comes immediately before it?” Key: 30; 29. If 3 is given, point to the ten-cells on each strip and ask 10+10+10.