Place Value

Stage 1, Stage 2

Mathematics

Summary

Duration

Students develop a sense of the relative size of whole numbers and the role of place value in
their representation.
Counts, orders, reads and represents two- and three-digit numbers

Sample term
3 weeks

Unit overview

Enter your own title

Place Value (ones/ tens / hundreds)

Place Value

Outcomes
Mathematics K-10
MA1-1WM describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-3WM checks the accuracy of a statement and explains the reasoning used
MA2-4NA applies place value to order, read and represent numbers of up to five digits

Content

Teaching, learning and assessment

Stage 1 - Whole Numbers 1

Count collections to 100 by partitioning numbers using place
value (ACMNA014)
count and represent large sets of objects by
systematically grouping in tens
use and explain mental grouping to count and to assist
with estimating the number of items in large groups
use place value to partition two-digit numbers, eg 32 as
3 groups of ten and 2 ones
state the place value of digits in two-digit numbers, eg
'In the number 32, the "3" represents 30 or 3 tens'
partition two-digit numbers in non-standard forms, eg
32 as 32 ones or 2 tens and 12 ones
Recognise, describe and order Australian coins according to
their value (ACMNA017)
identify, sort, order and count money using the
appropriate language in everyday contexts, eg coins,
notes, cents, dollars
Stage 2 - Whole Numbers 1
apply an understanding of place value and the role of

Week One
1.Modelled (5-10imn)
Using MAB expander cards to identify digits in their place. Emphasis on
using terms: ones, tens, hundreds. Explanation of how the digits move
not the place. Using Rainforest Maths (Mathletics link) think aloud : What
is the place of the 5 in 145? What is its value? Demonstrate how to use
mathematical language to ask good questions.
2.Guided (10min)
Using whiteboards and Rainforest Maths do 5 expander questions. Each
question is scaffolded. Together, teacher asks the question students
record answer on their white boards. In a think pair share students take
turns using the same questions modelled to ask each other and answer.
Students show white board to teacher - reflect/ revise/ check.
Students swap boards and peer assess recorded answer.
3.Independent (15min)
In math groups, students take turns to roll a dice and record their number
in the one, tens or hundreds coumn. Students ask each other:
What is the value of the digit in the ones place?
What is the value of the digit in the tens place?
What is the value of the digit in the hundreds place?

Resources
Scootle resources
Common misunderstandings: level 2: place
value TFL-ID M009634
http://www.scootle.edu.au/ec/resolve/view/M00963
4
Building place value through grouping TFL-ID
M011451
http://www.scootle.edu.au/ec/resolve/view/M01145
1
Building place value through grouping: ten as
a unit TFL-ID M011453
http://www.scootle.edu.au/ec/resolve/view/M01145
3
Building place value through grouping: ten as
a count TFL-ID M011452
http://www.scootle.edu.au/ec/resolve/view/M01145

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
zero to read, write and order numbers of up to four
digits
use place value to partition numbers of up to four digits,
eg 3265 as 3 groups of one thousand, 2 groups of one
hundred, 6 groups of ten and 5 ones
state the 'place value' of digits in numbers of up to four
digits, eg 'In the number 3426, the place value of the
"4" is 400 or 4 hundreds'

Teaching, learning and assessment

Resources
2

Week 2
1.Modelled (5-10imn)
Use the abacus to identify digits in their place. Emphasis on using terms:
ones, tens, hundreds. Explanation of how the digits move not the place.
Using Rainforest Maths (Mathletics link) think aloud : What is the place of
the 5 in 145? What is its value? Demonstrate how to use mathematical
language to ask good questions.
2.Guided (10min)
Using whiteboards and Rainforest Maths do 5 expander questions. Each
question is scaffolded. Together, teacher asks the question students
record answer on their white boards. In a think pair share students take
turns using the same questions modelled to ask each other and answer.
Students show white board to teacher - reflect/ revise/ check.
Students swap boards and peer assess recorded answer.
3.Independent (15min) (Abacus hands on material supplied to each team)
In math groups, students take turns to roll a dice and record their number
in the one, tens or hundreds coumn. Students ask each other:
What is the value of the digit in the ones place?
What is the value of the digit in the tens place?
What is the value of the digit in the hundreds place?

Week Three
1.Modelled (5-10imn)
Using MAB expander cards to identify digits in their place. Emphasis on
using terms: ones, tens, hundreds. Explanation of how the digits move
not the place. Using Rainforest Maths (Mathletics link) think aloud : What
is the place of the 5 in 145? What is its value? Demonstrate how to use
mathematical language to ask good questions.
2.Guided (10min)
Using whiteboards and Rainforest Maths do 5 pencil expander questions.
Each question is scaffolded. Together, teacher asks the question students
record answer on their white boards. In a think pair share students take
turns using the same questions modelled to ask each other and answer.
Students show white board to teacher - reflect/ revise/ check.
Students swap boards and peer assess recorded answer.
3.Independent (15min)
(paddle pop sticks/MAB blocks supplied)
In math groups, students take turns to roll a dice and record their number
in the one, tens or hundreds column. Students ask each other:
What is the value of the digit in the ones place?
What is the value of the digit in the tens place?
What is the value of the digit in the hundreds place?

TIMES Module 1: Number and Algebra:

counting and place value - teacher guide TFLID M008812
http://www.scootle.edu.au/ec/resolve/view/M00881
2
MoneySmart: Kieren's coin TFL-ID M017867
http://www.scootle.edu.au/ec/resolve/view/M01786
7
Scale matters: tens TFL-ID L2004
http://www.scootle.edu.au/ec/resolve/view/L2004
Number trains: patterns: assessment TFL-ID
L8275
http://www.scootle.edu.au/ec/resolve/view/L8275
Number pieces TFL-ID M017692
http://www.scootle.edu.au/ec/resolve/view/M01769
2
Counting games - years 1 and 2 TFL-ID
M013995
http://www.scootle.edu.au/ec/resolve/view/M01399
5
Onscreen number expander TFL-ID S0343
http://www.scootle.edu.au/ec/resolve/view/S0343
Resourceful teaching TFL-ID M017014
http://www.scootle.edu.au/ec/resolve/view/M01701
4

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Evaluation
During each lesson students - peer assess each other - teacher directed.
White board rubrics also used.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.