Tasks in this sequence
Task 1 • Packing lollies
Students learn that making groups helps us to keep track of the count and facilitates efficient counting strategies.
Task 2 • Rolls and boxes
Students learn to group ones to make tens and group tens to make hundreds, and develop the idea of “10 of these is equal to 1 of those”.
Task 3 • Filling Boxes
Students play a simple game to build their understanding of “10 of these is equal to 1 of those”.
Task 4 • How many?
Students learn that numbers can be represented in different but equivalent ways.
Task 5 • Different Ways
Students play a game building their understanding of different yet equivalent ways to represent a twodigit number.
Task 6 • Counting lollies
Students learn to use ‘10 of these is equal to 1 of those’ to make sense of place value patterns and different but equivalent representations.
Suggested implementation
This time plan is just one way that you might choose to implement this sequence. We have used a warmup activity at the start of most lessons, and a number of tasks are split across two lessons. The timing provided in the tasks’ documentation align with this implementation advice.
Week 1  Week 2  

Monday  Task 1 • Packing Lollies
 Task 4 • How many?

Tuesday  Task 2 • Rolls and Boxes
 Task 4 • How many?

Wednesday  Task 2 • Rolls and Boxes
 Task 5 • Different Ways

Thursday  Task 3 • Filling Boxes
 Task 6 • Counting lollies

Friday  Task 3 • Filling Boxes
 Task 6 • Counting lollies

Curriculum and syllabus alignment
Achievement standards
In Year 2, students order and represent numbers to at least 1000, apply knowledge of place value to partition, rearrange and rename two and threedigit numbers in terms of their parts, and regroup partitioned numbers to assist in calculations.
Australian Curriculum V9 alignment
Number
Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
Partition, rearrange, regroup and rename two and threedigit numbers using standard and nonstandard groupings; recognise the role of a zero digit in place value notation
Sequence design overview
10 of these is equal to 1 of those is foundational to the place value structure of our number system. This sequence is designed to build students’ understanding of this powerful mathematical idea as they investigate that 10 ones are equal to a unit of 1 ten and 10 tens are equal to a unit of 1 hundred.
This video illustrates the progression of learning goals, student activity, and representation through the sequence. It also shows how the context of a lolly shop is used as a tool to build students’ understanding of place value.
The information presented in this video is summarised in the Sequence Framework below.
Sequence framework
Key mathematical ideas  Students’ mathematical activity  Representation  Context  

Task 1  A collection of ones can be grouped together to form a unit.  Students partitioning a collection into equalsized groups with some leftovers. They use the groups to skip count the total in a collection.  Equalsized groups with remainders represented as leftovers.  Counting and organising lollies. 
Task 2  10 of these is equal to one of those:
 Students count a collection by making groups of 10 ones and 10 tens. Any remainders are represented as leftover ones.  Hundreds as “flats” and tens as “longs” with remainders represented as leftover ones.  Counting and organising lollies into rolls of 10 and boxes 10 rolls which is 100. 
Task 3 Build  10 of these is equal to one of those:
 Students represent threedigit numbers using hundreds, tens and ones.  Hundreds as “flats” and tens as “longs” with remainders represented as leftover ones.  A game for mindful practice of the key idea that 10 of these is equal to 1 of those. 
Task 4  Numbers can be represented using standard baseten groupings and nonstandard groupings. These different representations of the same number are equivalent in value.  Students investigate the value of threedigit numbers represented using standard baseten groupings and nonstandard groupings.  Hundreds as “flats” and tens as “longs” with remainders represented as leftover ones.  Working out how many lollies are in a collection given the number of boxes, rolls and loose lollies. 
Task 5 Build  Numbers can be represented using standard baseten groupings and nonstandard groupings. These different representations of the same number are equivalent in value.  Students represent a twodigit number using standard baseten groupings and nonstandard groupings.  Hundreds as “flats” and tens as “longs” with remainders represented as leftover ones.  An activity that explores the different, yet equivalent, ways that a twodigit number can be represented. 
Task 6  10 of these is equal to 1 of those helps us to make sense of the place value patterns that occur when counting in 1s, 10s, and 100s. Numbers can be represented using standard baseten groupings and nonstandard groupings. These different representations of the same number are equivalent in value.  Students represent threedigit numbers using standard baseten groupings and nonstandard groupings.  100s, 10s and 1s cards to represent numbers.  Counting lollies in Ms Fizz’s Lolly Shop. 