When referring to a group of ten, be sure that the student knows that is ten ones. She could try using ten frames and allowing the student to put ten ones in the frame and then telling that there are then. Also, using straws and counting out ten straws and putting a rubberband around them will help him/her to see that ten ones equals one group of ten.

It is more important that the student understand how to make a ten; because we have a base ten number system, if we have ten (ones) we move to then net place value (Tens) column making one 10. I would utilize base ten manipulative blocks; one (single) cubes, ten sticks (strips), and hundred (flats, or squares), to make a visual hands-on representation for all style learners. Additionally unifix cubes are a great way to represent creating a ten strip. By interlocking ten individual cubes to count by tens, the student may see how making tens makes it easier to skip count and to solve equations. I would allow the student to use these manipulatives every chance they got, and frequently use them to model making tens. I think once this skill has been visualized and realized by the student, making a friendly, ten number will come secondary. Some students may never be able to make a "friendly ten" number; and that is alright as long as they understand the concept and skill set of making tens, the differences in place value, and the reasons why we move to the next larger place value position. I have found in a lower socioeconomic status school district that many students, even young ones, understand place value better when its application is representated using money. This may be an additional strategy for this student to have in their tool box.

I find it very important to use real world manipulatives to help struggling students in math. One strategy to use with number sense is money. For this task, you can use one dollar bills and ten dollar bills as well as pennies and dimes.