The tens words: twenty to one hundred
Big numbers start with the tens words. Most are a small number plus “-ty”, but the spelling and sound often change. As you say each word, your child flashes both hands open: twice for “twenty”, three times for “thirty”.
Ten tens make “one hundred”. For 100, English needs “one” or “a” in front of “hundred”.
- twenty – 2 tens (not “twoty”)
- thirty – 3 tens (not “threety”)
- forty – 4 tens (“four” has a “u”, “forty” does not)
- fifty – 5 tens (not “fivety”)
- sixty, seventy – 6 and 7 tens, just add “-ty”
- eighty – 8 tens (only one “t”)
- ninety – 9 tens (keeps the “e” of “nine”)
- one hundred – 10 tens
Tens and ones: building any number up to 99
Say the tens word first and the ones word second: four tens and six ones is “forty-six”, eight tens and nine ones is “eighty-nine”. There is no “and” in the middle. In writing, a hyphen joins the two parts: “seventy-three”. With no ones, the tens word stands alone: five tens is simply “fifty”.
In the exchange below, one person chooses the tens and ones and the other names the number. In everyday speech, “It is seventy-three.” often becomes “It’s seventy-three.”, and both are correct.
Nia Choose tens and ones.
Leo Seven tens and three ones.
Nia What number is this?
Leo It is seventy-three.
Eleven to nineteen: the numbers that break the pattern
“Eleven” and “twelve” are words of their own. From thirteen to nineteen, English says the ones first and adds “-teen”: “six” plus “teen” is “sixteen”. That is the opposite order to forty-six, which is why these numbers cause mix-ups.
The hardest pairs are like 13 and 30. Listen to the ending: “-teen” is long and ends with an “n” sound, while “-ty” is short. Said on its own, “thirteen” is stressed at the end and “thirty” at the start. Say one word from a pair and let your child point to the right number.
- thirteen (13) – thirty (30)
- fourteen (14) – forty (40)
- fifteen (15) – fifty (50)
- eighteen (18) – eighty (80)
Counting to 100 in sets of ten
Counting to a hundred in one go is long, and it is easy to get lost. Count one set of ten at a time instead: 21–30, then 31–40. Inside each set the ones repeat: twenty-one, twenty-two… twenty-nine. Then comes the tricky step to the next tens word. Some children say “twenty-ten” here; the next number is “thirty”.
Play a range card on this page, then count that set aloud together. Then try a set backwards, from fifty down to forty-one.
A home game: build it, then name it
Make ten bundles of ten pencils or straws with an elastic band around each, plus nine loose ones. Say “Choose tens and ones.” Your child picks seven bundles and three loose pencils and says “Seven tens and three ones.” You ask “What number is this?” and your child answers “It is seventy-three.” Then swap roles.
Next, change one part. Add a bundle: what number is it now? Take away a loose pencil: what now? Your child sees which word changes. Outside, read house, bus and page numbers aloud in English.
Common mistakes and quick fixes
These are normal at this stage. Say the number back the right way and carry on.
- “thirty” for 13, or “thirteen” for 30: say the pair side by side and listen for the long “-teen”.
- “twenty-ten” after twenty-nine: the next number is “thirty”.
- “three and seventy” or “seventy and three”: the tens come first, with no “and”: “seventy-three”.
- “fourty”: “four” has a “u”, but “forty” does not.
- “hundred” on its own: say “one hundred” or “a hundred”.
- “It seventy-three.”: the answer needs “is”: “It is seventy-three.”
What comes next
When numbers to 100 are easy, use them for real things. Ask “How old is Grandma?” and let your child answer “She is seventy-three.” Count objects: “How many books are there?” “There are forty-six.” Later, the same tens-and-ones thinking helps with prices and telling the time.