Place Value

Number Target -

Using a number target mat, give players a number of counters (depending on age and activity). Students throw counters (or other object) onto the target. Students can use the numbers the counters land on to:

• Make a range of numbers - smallest, largest,

• Compare the numbers made - biggest, smallest, put them in order.

• Add , subtract, multiply or divide the numbers. Create different number sentences.

Handfuls -

Ask children to take a small handful of counters. Predict how many counters are in their hand. Next, ask them to put the counters on the table and organise them so that anyone walking past can work out how many there are by looking and thinking (without counting). Ask:

• What helps you to work out how many in total?

• Can you organise the counters another way that would make it even easier to work out the total?

• Are there more or less counters than you predicted?

• How many more or less than you predicted?

Snap -

Play snap with a mix of numeral cards and dot cards. Alternatively roll a die and find a numeral card to match the number.

Split in Two Number Busting -

Ask students to move (and imagine moving) a set of beads to one end of the bead string, eg. 7 beads. Next challenge the students to split (or imagine splitting) the beads into two groups. Explore the different ways of splitting 7 beads into two groups? How do you know when all the possibilities are found? Encourage students to predict the number of beads in the other group when the number of beads in the one group is known.

Split in Three or More Number Busting - same as above but imagining splitting the beads into 3 groups.

These activities can be differentiated according to the number that is given to students eg. K/1/2 - numbers to 20, 3/4 - numbers to 100, 5/6 any number.

Five minute Collections -

Roll a die. Collect the number of objects indicated by the die and make a collection. Repeat, making a larger and larger collection until 5 minutes has elapsed. (set timer on board). Organise the objects to work out the total. Discuss quick/efficient strategies for working out the total. Represent your number on an empty number line, empty tens frames or peg your number on a tape measure. Variation: use a place value chart and group the collection into tens and ones as the collection grows. Use numeral cards to show the numeral that represents the total. Imagine adding 1 or 10 more. Predict the new total and check. Imagine removing 1 or 10 objects from the collection. Predict the new total and check

In the middle -

Each student (group of 3) selects a numeral card (10-99) and shows each player. The students then imagine ordering the 3 cards from smallest to largest. Predict which student has the middle number. Order the cards to check or represent the numbers on an empty number line or peg the numbers on a tape measure. The students with the middle number card wins a point. The first person with 5 points wins the game.

Three in a Row Number Line challenge -

Draw an empty number line ( or use masking tape on the floor or desk, or a tape measure and paper clips). The aim of the games is to be the first person to make three numbers in a row (eg. a sequence 22,23,24). Players shuffle a set of 0-9 numeral cards or 0-9 playing cards and place them face down on the table. Players take turns to select two cards and form a two digit number with the cards. Each number formed is represented on the number line or tape measure. The first person to place a third number to form three in a row is the winner. Key questions: Why did you select that position to place your number? Why did you choose XY instead of YX?

Make the Largest Number -

Four cards are selected randomly from a set of 0-9 digit cards. After each card is selected, the player writes the numeral in one of the boxes. The aim is to be the person who makes the biggest 3 or 4 digit number. Represent the numbers on an empty number line.

Number Busting Challenge -

Ask the students to each think of a number between 100 and 500. The challenge is to find as many ways to split or partition this number as possible in a time period( eg. 3 minutes, 4 minutes). Challenge students to include some interesting or creative solutions. Once the time is up, ask students to circle their favourite solution. and their most creative solution.

Three in a Decade -

Draw a long empty number line. The aim of this game is to be the person to place a third number within one decade on the number line eg. from 830 - 839. Players shuffle a set of (0-9) numeral cards or (1-9) playing cards and place face down on the table. Players take turns to select three cards and form a three digit number with the cards. Each number formed is represented on the number line. The person to place a third number line within one decade on the number line is the winner.