Place Value: reSolve Garden

Tasks in this sequence

Year 1

Task 1 • How many seeds?

Students learn that grouping individual items into units helps us to keep track of the count and facilitates efficient counting strategies.

Task 1

Place Value: reSolve Garden

Year 1

Task 2 • Making tens

Students learn to group 10 ones to form a unit of 1 ten.

Task 2

Place Value: reSolve Garden

Year 1

Task 3 • Planting seeds

Students learn to connect the number of tens in a collection to the number of ones.

Task 3

Place Value: reSolve Garden

Year 1

Task 4 • Planting 50

Students build their understanding that 10 ones can be grouped to form a unit of 1 ten.

Task 4

Place Value: reSolve Garden

Build

Year 1

Task 5 • Planting more seeds

Students learn to trust that a unit of 1 ten will always contain 10 ones.

Task 5

Place Value: reSolve Garden

Suggested implementation

This time plan is just one way that you might choose to implement this sequence. We have used a warm-up activity at the start of most lessons, and some tasks are split across two lessons. Task 3 introduces the powerful mathematical idea that 10 ones are equal to 1 ten, which is explored further in the Task 4 Build activity. We have repeated Task 3 and the Build activity to give students time to explore this powerful mathematical idea.

The timing provided in the tasks’ documentation align with this implementation advice. This is one way that you might implement this sequence.

	Week 1	Week 2
Monday	Task 1 • How many seeds? Warm-up Launch and Explore Connect	Task 4 • Planting 50 Play the game Planting 50
Tuesday	Task 2 • Making tens Launch and Explore Gallery walk Connect	Task 3 • Planting seeds Launch and Explore Connect
Wednesday	Task 2 • Making tens Warm-up Complete Task 2 again with a different packet of seeds	Task 5 • Planting more seeds Warm-up Launch and Explore
Thursday	Task 3 • Planting seeds Warm-up Launch and Explore	Task 5 • Planting more seeds Warm-up Connect
Friday	Task 3 • Planting seeds Warm-up Connect	Task 4 • Planting 50 Play the game Planting 50

Week 1

Week 2

Monday

Task 1 • How many seeds?

Warm-up
Launch and Explore
Connect

Task 4 • Planting 50

Play the game Planting 50

Tuesday

Task 2 • Making tens

Launch and Explore
Gallery walk
Connect

Task 3 • Planting seeds

Launch and Explore
Connect

Wednesday

Task 2 • Making tens

Warm-up
Complete Task 2 again with a different packet of seeds

Task 5 • Planting more seeds

Warm-up
Launch and Explore

Thursday

Task 3 • Planting seeds

Warm-up
Launch and Explore

Task 5 • Planting more seeds

Warm-up
Connect

Friday

Task 3 • Planting seeds

Warm-up
Connect

Task 4 • Planting 50

Play the game Planting 50

Download the reSolve Garden sequence overview

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Curriculum and syllabus alignment

Achievement standards

Students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120.

Australian Curriculum V9 alignment

Number

On this page

Sequence design overview

10 of these is equal to 1 of those is a powerful mathematical idea in place value. 10 ones are equal to 1 ten, 10 tens are equal to 1 hundred, and so on. This sequence is designed to build students’ understanding that 10 ones are equal to a unit of 1 ten.

This video illustrates the progression of learning goals, student activity, and representation through the sequence. It also shows how the context of the reSolve Garden is used as a powerful tool to build students’ understanding of place value.

View transcript

The reSolve Garden sequence is designed for Year 1 students. It explores the powerful mathematical idea that '10 of these are equal to 1 of those': that 10 ones are equal to a unit of 1 ten.
This powerful mathematical idea is foundational to understanding the structure of 2-digit numbers. 10 ones are grouped to make 1 ten. Using this structure we can build and write any 2-digit number. Students need multiple experiences of stacking, of grouping, and of bundling as they make sense of this idea.
We explore the idea that 10 ones are equal to 1 ten through the context of a garden as Mr Sprout the gardener packs and plants his seeds.
First Mr Sprout packs his seeds, and he needs to make sure he has exactly the right number of seeds in each packet.
Students start by using their own strategies to count, organise and pack their seeds.
They then learn that Mr Sprout uses groups of 10 to organise his seeds, and so students explore grouping in 10s as a way to organise and count their seeds.
With all his seeds in packets, Mr Sprout plants his seeds into punnets arranged in 2 rows of 5.
And as the students plant their own seeds the ten-frame structure emerges out of their mathematical activity.
As Mr Sprout plants his seeds, he records the total number of seeds in his packet and then how many full punnets and extra seeds he has. The students then plant their own seeds and record their results and the place value pattern of tens and ones emerges which is the focus of class discussion and further investigation.
This imagined context of Mr Sprout and the reSolve Garden provides a powerful context to explore the mathematical idea that 10 of these are equal to one of those.

The information presented in the video is summarised in the Sequence framework.

Sequence framework

	Learning goals	Students’ mathematical activity	The use of representation	The use of context
Task 1	A collection of ones can be grouped together to form a unit.	Students partitioning a collection into equal-sized groups with some left-overs. They use the groups to skip count the total in a collection.	Equal-sized groups with remainders represented as left-overs.	Counting seeds to put into seed packets.
Task 2	10 ones can be grouped together to form a unit of 1 ten.	Students partition a collection into as many groups of ten as possible, and any remainders are represented as left-over ones.	Equal groups of ten with remainders represented as left-over ones.	Using groups of ten to count seeds to put into seed packets.
Task 3	10 ones can be grouped to form a unit of 1 ten. This idea is central to the structure of two-digit numbers.	Students use a ten-frame to represent a quantity as groups of ten with some left-over ones.	Ten-frames to create groups of tens and ones with each part of the collection visible to students.	Planting packets of seeds into a seed punnet shaped as a ten-frame.
Task 4 Build	10 ones can be grouped to form a unit of 1 ten. This idea is central to the structure of two-digit numbers.	Students use a ten-frame to represent two-digit numbers as tens and ones.	Ten-frames to build tens. The tens are partially abstracted as they are clustered as a group.	A game for mindful practice of the key idea that 10 ones is equal to 1 ten.
Task 5	We can trust that a unit of 1 ten will always contain 10 ones. This idea is central to the structure of two-digit numbers.	Students represent two-digit numbers as tens and ones.	A ten-frame is used to structure a unit of 1 ten.	Planting packets of seeds into a seed punnet shaped as a ten-frame.

'Place Value: reSolve Garden' is one of our new teaching sequences for V9

On the 'Sequence overview' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
The 'Our design decisions' tab shows how key mathematical ideas develop over the sequence, and feature an overview video to explain the sequence design.
Have you taught this sequence? Use the Feedback button to let us know how it went!

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