Exciting Place Value Fun

Year Level: Year 2

Subject: Mathematics

Duration: 45 Minutes

Curriculum Alignment:

Australian Curriculum (Version 9.0)
Strand: Number and Algebra
Sub-strand: Number and Place Value
Content Descriptor: AC9M2N01

• Represent two-digit numbers in terms of their place value (tens and ones).
• Compare, order, and make two-digit numbers using materials, symbols, and language.
  Elaboration: Identify and explain the place value of digits in two-digit numbers.

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Learning Objectives

By the end of this lesson, students will:

• Recognise and describe two-digit numbers using place value language (e.g. tens and ones).
• Compare and order two-digit numbers, explaining reasoning.
• Develop their ability to visualise numbers on number lines.
• Explore and strengthen mathematical strategies through games and collaborative activities.

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Materials

• Two 10-sided dice (alternatively, number cards or spinners)
• Number line (chalk for outdoor use or string with pegs)
• Laminated place value charts and dry-erase markers
• Base-10 materials (e.g. bundled sticks or interlocking blocks)
• Buccaneer Bower Bird Bingo boards (3x3 grids with number representations)
• Regular deck of playing cards (remove tens and picture cards)
• Two-digit number cards with numeral and number names
• Number spinners (1- & 2-digit numbers)

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Lesson Outline

1. Warm-Up (5 Minutes): Quick Tens and Ones Quiz

Activity: Use flashcards with two-digit numbers to prompt students to identify the tens and ones.

• Teacher: “What is in the tens place in ’43’? How many ones does it have?”
  Focus Questions:
• How many tens are in the number?
• How many ones are there?

Engagement Idea: Use a call-and-response technique or friendly competition (“Who can answer first?”) to build excitement.

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2. Bundling Bingo Game (10 Minutes)

Activity: Distribute Buccaneer Bower Bird Bingo boards and counters to students.

• Explain the rules:
  • Roll the two dice (or use spinners/cards) to generate a two-digit number.
  • Students check if they have the number's visual/representation on their board. If they do, they place a counter on it.
  • The first player to fill their board or create three-in-a-row wins!

Extension: Encourage students to explain the number in terms of place value before placing their counter: “59 means 5 tens and 9 ones.”

Teacher Tip: Model rolling the dice and explaining a number during the first round to build their confidence.

Focus Questions:

• How many tens are in the number?
• How many more ones are needed to make the next ten?

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3. Number Line Exploration (10 Minutes)

Activity: Create a large number line on the floor (use chalk outside or string with peg increments for a hands-on experience).

• Hand out pre-prepared number cards (laminated for durability) to students.
• Ask students to take turns placing their number on the number line. Ensure numbers are arranged from smallest to largest.

Incorporate Class Inquiry: Ask questions as students place their numbers:

• “Who has a number greater than 50?”
• “Where does your number fall between 20 and 40?”
• “What number comes immediately before or after your card on the line?”

Extension:

• Construct a smaller hidden-segment number line (e.g. 40–60) and invite students to estimate placements without visible increments.

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4. Make It Big or Small Game (10 Minutes)

Activity: In pairs or small groups, use a deck of cards to form two-digit numbers.

• Students decide whether they're creating the largest or smallest number.
• Each student draws three cards (e.g. 3, 7, 9) and uses any two to form a number.
• Compare numbers and determine whose number is the smallest or largest.
• Continue for three rounds.

Extension Variation: Use a “winner decides” card (e.g. “middle” or “bigger”) to make decisions more dynamic.

Focus Questions:

• How did you decide which number is larger or smaller?
• Why did you choose 7 tens instead of 9 ones in this instance?

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5. Linking Language and Representation (8 Minutes)

Activity: Distribute two-digit number cards.

• Students represent the number on a laminated place value chart using base-10 materials.
• Verbally state their number’s breakdown: “4 tens and 3 ones make forty-three.”
• Remove one “one” and identify the new number (“42”).

Small Group Work:

• Have students order their numbers from smallest to largest.
• Represent these numbers as drawings of base-10 bundles AND place them on a number line.

Consolidation Opportunity: Students share diagrams in groups and explain their reasoning for the sequence and their number line placements.

Focus Questions:

• Where does your number go on the number line?
• What happens when you remove 1 one from your number?

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6. Comparison Challenge (2 Minutes)

Activity: Use the Number Spinner (1- & 2-digit numbers).

• Spin twice to generate two numbers.
• Students decide which number is smaller and explain their reasoning.
• Bonus task: Identify a number that could fit between the two values.

Teacher Language Example: “Which is smaller, 5 tens and 8 ones or 3 tens and 7 ones?”

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Conclusion (Final Minute)

Review Questions:

• What strategies did you use to find where numbers belong on the number line?
• How can tens and ones help us compare numbers?
• If we add 1 more ten to 43, what’s the new number?

Exit Ticket: Ask each student to write on a sticky note:

1. One thing they learned today about numbers.
2. A two-digit number represented in expanded form (e.g. 4 tens + 3 ones).

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Differentiation Opportunities

For Struggling Students: Work in small groups with teacher support focusing on hands-on number manipulation using base-10 materials.
For Advanced Students: Extend comparisons to include three-digit numbers or explore subtraction scenarios (e.g. “How many more is 58 compared to 34?”).

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Assessment Opportunities

• Observe students’ responses during 'Number Line Exploration' and small group tasks.
• Use exit tickets to assess individual understanding of place value.
• Monitor reasoning and communication during games like ‘Bundling Bingo’ and ‘Make It Big or Small.’

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By combining interactive games, hands-on activities, and open-ended questioning, this lesson offers a fun yet rigorous exploration of place value, fostering collaborative learning and critical thinking amongst Year 2 students.