Close this search box.
TouchMath Extend

Lesson 6: Numbers 10–12

Lesson Objectives

  • Represent place value with concrete and pictorial models  
  • Relate place value to the concept of number 10, 11, and 12.  
  • Use place value models for numbers 10–12  
  • Read and write the numbers 10–12 
  • Compare numbers using place value charts and number lines  


  • Extend Workbook (Page 6) 
  • Counters or objects for counting 
  • TouchMath’s Number Line 
  • Linking cube manipulatives or other stacking manipulatives (to total 10-12) 
  • Beads and strings 
  • Place value mats 
  • Whiteboard with dry erase markers and erasers 
  • Straws and rubber bands (optional) 
  • Ten frames (optional) 
  • TouchMath’s TouchPoints with Pictures (TPP) and without pictures (optional) 

Step 1: Warm Up (5 min)

You will build bundles of 10, 11, and 12 in other ways. You will use beads on a string (or linking cubes or straws and rubber bands or ten frames). Explain that in the sequence of numbers 1-10, 1 is the first number and 10 is the last number. Take out 10 beads and count 10 beads. Then, put the 10 beads on a string, counting as you go again, and when you have 10 beads on the string, tell students it is 1 bundle of 10 beads, or 1 string of 10 beads. You can practice this concept with any group of 10.  

Step 2: Vocab Review (5 min)

Review the word “bundle” used in the warm-up and explain a bundle means a group. Show 1 bundle of 10 beads and explain this is “one group of 10” and there is not any left over, so no “ones.” Any “extra” after you have bundled a group of 10 would represent “ones.” Show them the place value chart and tell them you will be practicing with “tens” and “ones” today. Show them linking cubes. 

Step 3: Model (5 min)

Take your linking cubes, beads and strings, or straws and rubber bands and work through grouping groups of 10 and an extra one of two objects to represent 11 and 12, as well (e.g. a bundle of 10 beads on a string with 2 extra not on the string would represent 12). Play around with various ways, making groups of 10, and having one or two extra. Draw a group of 10 (e.g. stars) on a white board and circle the group of 10. Then draw one star outside of the circle to represent 11, and then another star to represent 12. 

Step 4: Guided Practice (5 min)

Tell students they will represent (10, 11, and 12) in many ways. They all show the place value of the number. It is 10/11/12 objects. It is 1 bundle of 10 and (0, 1, 2) ones on the place value chart. It is a two-digit number: tens and ones. Give students different manipulatives to play around with and work with students to make a bundle of 10, then a bundle of 10 with 1 extra (11), and lastly, a bundle of 10 with 2 extra (12). Students may also use white boards and draw a group of 10, circling the group and making 1 or two extra outside of the circle to represent 11 and 12. 

Step 5: Student Practice (5 min)

Go to Student Workbook Page (6). Direct students to the number line at the top of the page. Have students point to each number on the number line and say each number aloud: 1, 2, 3…10. Review place value with students. Have students link 10 linking cubes together to represent one group of 10, with zero ones. Then, have students trace over “1” under the tens to represent one group of 10, and 0 to represent zero “1’s.” After that, have them write 10 on the line to the right. Repeat for number 11, and 12, placing an extra cube next to the group of 10 they have already made to represent “11” and “12.” Have students trace 11 and 12 in the place value box and explain the meaning of place value with 11 and 12.

Step 6: Wrap Up (5 min)

Review lesson objectives, key vocabulary words, place value, and linking cubes.