Number Chart Place Value

Overview

Today students use a number chart to explore place value by finding, counting, and explaining what a digit means in different positions. They will practise locating numbers on charts and describing values using simple place value language.

Learning intentions

• WALT: Explore place value on a number chart by locating numbers.
• WALT: Understand that digits in different positions represent different values.
• WALT: Use counting, matching, and visual tools to explain number value.

Success criteria

• I can locate a given number on a number chart.
• I can explain what a digit represents using “tens” and “ones” (with teacher support if needed).
• I can match number cards to the correct place on the chart.
• I can count forward/backward to check my answers.

Curriculum links

• Place value and skip counting using teen numbers and tens/ones groupings for early years learners.
• Representing and comparing numbers using number charts and structured arrays.
• Using appropriate mathematical language (tens and ones) to communicate reasoning.

Lesson structure (30 minutes)

1. 4 min – Quick warm-up (counting + language)

• Display a large number chart. The class counts forward by 1, then the teacher prompts “What changes when we move one square right?”
• Students echo language: “ones go up first” and “tens stay the same until we cross into the next row/column (teacher explanation as needed).”

2. 7 min – Mini lesson: modelling place value on a chart

• Use coloured counters or digit cards to show a two-digit number (e.g., 34). Place “3” on the tens column and “4” on the ones column.
• Ask: “Where is 34 on the chart?” then trace the path or locate the square with a pointer.
• Emphasise: the tens digit tells which tens group; the ones digit tells the ones within that tens group.

3. 12 min – Hands-on activity: interactive number chart stations

• Arrange students in small groups at 2–3 stations with:
• a laminated number chart (large, wall-sized, or A3),
• movable digit tiles (tens and ones),
• number cards.
• Teacher prompt cycle (rotate groups):
• “Find this number on the chart.”
• “Which digit tells you tens? Which tells you ones?”
• “Place the tens digit and ones digit on the chart.”
• “Count on from the number to check (e.g., +1, +2).”
• Students record with simple sentence frames or matching only (see differentiation).

4. 5 min – Whole-class check: explain and verify

• Choose 3–4 students to come to the chart. Give each a number card (between 10–99 depending on class readiness).
• Students show:
• the square for the number,
• the tens/ones digits,
• a one-line explanation (teacher models: “In 34, 3 tens and 4 ones.”).
• Class confirms by counting on together from the located number.

5. 2 min – Exit task (quick assessment)

• Each student receives a small chart section and two digit cards.
• Students must write the number that matches the digits, then circle where it appears on a mini number chart (teacher provides a model for early learners).

Resources

• Large number chart (0–100) and mini number charts (class sets), laminated if possible
• Digit tiles or cards for tens and ones (e.g., 0–9 repeated for building numbers)
• Number cards (target range 10–99; include 10–20 and some beyond as appropriate)
• Coloured counters or counters with labels for tens/ones
• Sentence frames (e.g., “In __, there are __ tens and __ ones.”) and word bank cards (tens, ones)
• Interactive materials: wipe-off markers, velcro tabs, or magnetic digit sets
• Timer and visual agenda on the board

Assessment

• Teacher observation during station work: can students locate the number and match tens/ones digits?
• Exit task check: correct number formed from digits and correct location circled on the mini chart.
• Whole-class explanations: listen for use of tens/ones language and counting to verify.

Differentiation

• Support (EALD + neurodivergent learners)

• Provide visual models at each station (example number built and located).

• Use colour coding: tens digit in one colour, ones digit in another; counters placed with matching colours.

• Offer sentence frames with pictures (tens/ones icons) and allow pointing instead of full sentences.

• Reduce writing: first match and locate, then add minimal sentence after confidence grows.

• Keep groups small and roles clear (finder, builder, counter, checker).

• Targeted support

• Provide two chart versions: a partially filled chart (fewer numbers) and a full chart for ready learners.

• Limit number range per group (e.g., 10–50 for some, 10–99 for others).

• Extension (advanced learners)

• Include “missing number” challenges: “On the chart, the tens digit is 4 and ones digit is 7—what number is missing? Where is it?”

• Ask learners to chart additional numbers beyond the set range (e.g., identify and locate numbers like 57, 68, 75).

• Challenge with comparisons: “Which is greater and how do you know using tens/ones?”

Extension (optional)

• If time allows, students can choose one number to draw on the chart and add tens/ones counters, then write a partner explanation sentence using the frame.