Exciting Place Value Fun
Maths • Year Year 2 • 45 • 28 students • Created with AI following Aligned with Australian Curriculum (F-10)
Teaching Instructions
Suggested learning activities Bundling bingo Prepare Buccaneer bower bird bingo boards and provide students with counters. The aim of the game is to be the first player to cover, with counters, all nine representations from their board. Students decide which coloured dice will represent the tens and the ones. To play the game: • the caller rolls two 10-sided dice to make a two-digit number • any player who has the called number, covers that particular representation • the winner is the first student who covers all representations or alternatively covers three representations in a row, column or diagonal.
Focus questions How many tens are in the number? How many ones are there in the number? How many tens and ones are there altogether in the number? How many ones are needed to make the next ten? Teacher hint: If 10-sided dice are unavailable, use number cards or spinners to generate the two-digit numbers. It can be helpful for students to place their dice onto a two-digit place chart to consolidate the link among the materials, symbols and language. Number line Construct a large number line for the class (chalk number line on the floor/concrete or a string number line with pegs attached). Label the increments of ten on the number line. Give each student a number card (two-digit). Instruct students to: • take turns to place their number on the number line • maintain the smallest to largest sequence • show the number’s position relative to other numbers.
Focus questions Who has a number that is greater than 50? Who has a number that is less than 40? Who has a number that is in between these two numbers? e.g. 41 would be between 38 and 45 How did you decide the position for your number? What number would be before or after to your number? How could the number line be labelled to make it easier for placing numbers? (intervals of 10 or 5) Use the learning object Number line and construct a segment of a number line, e.g. 40–60. Ensure that students select ‘Hide the numbers’.
In pairs, ask students to locate numbers on the number line. Have students explain to their partners how they identified the position of their number. Make it big or small In groups of two, three or four players decide if the game will be ‘Big number’ or ‘Small number’ (i.e. making the largest or smallest two-digit number). To play the game: • remove the tens and picture cards from a regular pack of playing cards (aces have a value of one) • deal three cards to each player, e.g. 9, 4 and 8 • players choose two of the three cards to make a two-digit number, e.g. 4 and 8 make 48 • players read and compare their numbers • the player with smallest number wins, e.g. 48 is smaller/less than 67. The winner is the player whose number is less/ smaller than or greater/ bigger than their partner. Continue to deal new cards and play until a player has won three games. Teacher hint: Alternatives to the original game can include students playing in groups of three or five and the winner is the player who creates the middle quantity. Write ‘smaller’, ‘bigger’ and ‘middle’ onto cards. Students turn a card over (e.g. ‘smaller’) to determine whether they create a ‘smaller’, ‘bigger’ or ‘middle’ number.
Focus question How did you decide which player had the smallest (middle or largest) number? Linking language, symbols and models Prepare a collection of two-digit number cards with both numerals and number names, e.g.
Have students: • take a card and represent the number on a place value chart with bundled base 10 materials • say the number, pointing to the tens place and then the ones place, e.g. 4 tens 3 ones; forty-three
• remove 1 one and say the new number, e.g. 42 pointing to the 4 tens and 2 ones before saying ‘forty-two’ • in partners or small groups compare and order their numbers from the least (smallest) amount to the greatest (biggest) amount • represent the number as a drawing and on a number line
• share their diagrams and drawing with each other.
Teacher hint: By laminating place value charts, students can write the numbers below the materials or draw a number line model for each two-digit number they create. Extra care should be taken when students record and say the ‘teen’ numbers.
Comparing numbers — Which quantity is smaller?
The aim of the activity is to compare 2 two-digit numbers and determine which number is the smaller quantity. Use the learning object Number spinner: 1- & 2-digit numbers to generate the two numbers.
Have students:
• press ‘spin’ on the number spinner
• compare and record which number is the lesser (smaller) amount, e.g. compare 81 and 13
• identify and record a number that is between the two numbers on the spinner, e.g. 42. Teacher hint: To reinforce two-digit place value understanding, use language of place value to alert students to the structure of the two numbers, e.g. ‘Which is smaller, 8 tens 1 one or 1 ten 3 ones?’ Matching cards Prepare a collection of matching cards, representing two-digit
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.
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.
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)
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.
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?
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.
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?
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?
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?”
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:
- One thing they learned today about numbers.
- A two-digit number represented in expanded form (e.g. 4 tens + 3 ones).
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?”).
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.’
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.
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