Place Value
Number
Place Value
Explore, identify and record place value 0–199.
Extend grouping and renaming activities to include the hundred in tens.
Rename numbers as one hundred, tens and units.
1. Explore, identify and record place value 0–99.
2. Group and count in tens and units using cubes, counters, lollipop sticks and coins (1c and 10c),
base ten materials and notation boards.
3. Express groups of counters as units or as tens and units.
4. Record pictorially and on the abacus.
1. Communicating and expressing: Discuss and explain mathematical activities.
2. Integrating and connecting: Understand the mathematical ideas behind the procedures used.
3. Implementing: Use appropriate manipulatives to carry out mathematical tasks and procedures.
Any items that can be divided in to 10 pieces (e.g. an abacus rope and beads,
set of coins both 1c and 10c, sweets that are individually wrapped but come in
a packet of 10), an apple labelled with a 14c price tag and materials to set up a
shop
Listen, match, colour, tens, units, circle, larger, smaller, swap
General lesson suggestions
1. Hang it on the washing line
The teacher hangs a piece of string which will be used as a washing line. Each child is given a
laminated number, based on ability, these numbers will be 1, 2 or 3 digits. As a class they have to
order the numbers on the washing line in ascending and descending order. The teacher could also
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have the numbers displayed on the line already and only let the children swap 2 numbers at a
time.
2. Less than, more than
The teacher hangs a piece of string which will be used as a washing line with sequenced A4
laminated numbers. The children must place their number in the correct place for example. If the
teacher places the numbers: 23, 56, 89 and 102 on the washing line and the child has the number
48, they will hang it in between 23 and 56.
3. How much do they make?
Using the names of popular singers/actors/footballers, depending on the interest of your class,
call out that they earn a particular sum of money per hour or per day. Example: X earns a 1-digit
number per hour. The class must tell you what the most and least that person could earn is.
Example: ‘Y earns a 2-digit number per day. What is the most and least she earns in a day?’
Activity A
The teacher calls out questions related to the numbers given based on place value, for example:
1. Colour the eight that is 8 units. (the child colours the 8 in 98)
2. Colour the 2 numbers that have a digit of the same value? (the child colours the 3 in 23 and
33 or the 6 in 65 and 67)
Lesson suggestions
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1. Which is larger 47 or 7 tens and 4 units?
2. Which is smaller 32 or 2 tens and 3 units?
3. Which would you rather have, 3 packets of sweets (each containing 10 sweets) or 41 individual
sweets?
4. (a) Using packets and individual sweets, show the children 1 packet and 8 sweets, question the
children on which they would prefer, pointing out that they can have 1 packet or 8 sweets.
(b) Allow the children to discuss in their groups which they would prefer, then record the
conclusion of each group on the board.
(c) Finally, take the 10 sweets out of the packet and lay them out beside the 8 sweets, allow the
groups a chance to change their minds.
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1. Count forwards in tens to a 100 and backwards.
2. Together, come up with things that come in 10s, e.g toes, fingers, bowling pins, digits on a
telephone, 10 green bottles.
3. Circle the pictures of things that come in groups of 10.
4. Cross out the pictures of the things that don’t come in 10s.
5. Have a mystery box containing things that do (and don’t) come in 10s.
6. Invite the children up individually to select something from the box. They can then place it on
one of two areas labelled 10 and 10.
7. Introduce base 10 blocks and let the children practise exchanging 10 units for 1 ten.
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Introducing 100s
1. Count on from 20 or 30 in tens to a 120 or 130.
2. Ask the children questions to get them thinking about how 100 is made.
(a) How many digits are there? (10 from 0–9)
(b) ‘If we haven’t got enough digits for each number how do we represent the number 10? (1
followed by a 0)
(c) Can anyone guess how we would represent a 100? If I told you it was 10 lots of 10 could
you guess now?’
(d) There are 10 sweets on the table and you know that there are 10 sweets in a pack, but can
anyone tell me how many are in a multipack that you might need for a party? (100)
(e) So how many are there in a multipack and a tube?
(f) How many are in a multipack, a tube and an individual sweet?
3. Introduce base 10 blocks and let the children practise exchanging 10 tens for 1 hundred.
4. Let the children practise recording a 3-digit number shown on base 10 blocks.
Differentiation
Lower attainers:
Separate activity page
Higher attainers:
Separate activity page
A. Write these numbers as tens and units.
46 =
tens and
units
32 =
tens and
units
66 =
tens and
units
54 =
tens and
units
16 =
ten and
units
27 =
tens and
units
61 =
tens and
unit
5 =
tens and
units
79 =
tens and
units
22 =
tens and
units
18 =
ten and
units
A. Add these tens and units.
1. 1 ten and 2 units
= _____________
2. 3 tens and 1 unit
= _____________
3. 1 ten and 3 units
= _____________
4. 4 tens and 2 units = _____________
5. 1 ten and 5 units
= _____________
6. 3 tens and 4 units = _____________
7. 2 tens and 2 units = _____________
8. 4 tens and 1 units = _____________
9. 2 tens and 3 units = _____________
10. 3 tens and 2 units = _____________
B. Draw a picture to show this sum: 4 + 5 = 9.
B. Add these tens and units.
T
U
T
24
+
11
=
33
+
16
+
3
=
14
+ 50 =
15
+
22
=
40 + 20 =
37
+
21
=
12
=
Date: ___________________
169
Name: _______________________________________
Page 170 Place Value
Date: ___________________
Folens Photocopiables © Michelle Hande, Veronica Ward
64
U
=
Folens Photocopiables © Michelle Hande, Veronica Ward
Name: _______________________________________
+
34
170
Linkage
Measures: Money
Integration
SPHE: Relating to other people, interpersonal skills
Find some 2-digit numbers in your house, e.g. on a digital clock, instructions for washing at 40
degrees.
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