You will learn
- Say that the ones digit tells how many single things.
- Read the ones digit in a number.
- Show a number of ones with objects.
- Explain that 10 ones make a ten.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
Single things. The digit on the right.
One symbol in a number.
Where a digit sits in a number.
How much a digit is worth.
1. Discover: single seeds
Here are 6 single seeds. They are not in bundles. We call single things ones. How many ones do you see?
2. Understand: understanding ones
The digit on the right of a number is the ones digit. In 23, the ones digit is 3. It shows 3 ones.
In 40, the ones digit is 0. There are no ones.
You can have up to 9 ones. When you have 10 ones, you make a ten and write 0 in the ones place.
3. Explore: count the ones
You need 15 counters.
- Put 7 counters in a row. Write the ones digit: 7.
- Add 3 more. How many ones now?
- Regroup the 10 ones into a ten. Write the number.
- Say how many tens and ones.
Think about it: what did you notice?
7 + 3 = 10 ones = 1 ten and 0 ones.
4. Practise
Guided practice
Question 1. What is the ones digit in 28?
8.
Question 2. Ones in 40?
0 ones.
Question 3. How many ones make a ten?
10.
Independent practice
- Ones digit in 57?
- Ones digit in 30?
- Draw 5 ones.
- What happens when you have 10 ones?
- Write a number with 6 ones.
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
A box holds 10 pencils. Mia has 14 pencils. How many full boxes and how many ones?
Show a sample answer
1 box and 4 ones.
6. Common mistake
Fix: The ones digit shows only single things. The tens digit shows groups of ten.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- The right-hand digit is the ones digit.
- You can have 0 to 9 ones in a place.
- Ten ones make a ten.
9. Next lesson
Next lesson: Understanding tens. Keep going with the next idea in this course.
Printable worksheet
- Ones digit in 49?
- Ones digit in 60?
- Write a number with 3 ones.
- 10 ones = __ ten
- How many ones in 5?
Homework
Look at three two-digit numbers at home (a calendar, a book page). Say the ones digit of each and show it with small objects.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Ones digit in 49? | 9 | 2 |
| Ones digit in 60? | 0 | 2 |
| Write a number with 3 ones. | 13, 23, 33 … (any ends in 3) | 2 |
| 10 ones = __ ten | 1 | 2 |
| How many ones in 5? | 5 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 9; 2 0; 3 13, 23, 33 … (any ends in 3); 4 1; 5 5.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say that the ones digit tells how many single things | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Read the ones digit in a number | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Show a number of ones with objects | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain that 10 ones make a ten | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Thinking the ones digit shows the biggest part of the number. The ones digit shows only single things. The tens digit shows groups of ten.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Count single counters up to 9, then group 10 to make a ten.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say that the ones digit tells how many single things; read the ones digit in a number; show a number of ones with objects; explain that 10 ones make a ten.
Prerequisite knowledge. Lesson 1: grouping into tens.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 35–45 minutes.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need 15 counters. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Thinking the ones digit shows the biggest part of the number. The ones digit shows only single things. The tens digit shows groups of ten.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Count single counters up to 9, then group 10 to make a ten. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.