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Place Value Classroom Display
F 1 2 3 4 5 6 Pre & Primary Essentials Games & Activities Resources Mathematics Fractions & Decimals Number & Place Value Money 7 Pages

Place Value Classroom Display

A bright and colourful place value display for students to refer to. Beginning at thousands and going through to billions. Simply print off the required posters for your year level. It’s that simple. 
 

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Learning goals

  • We are learning to partition and combine collections up to 10 using counting strategies.
  • We are learning to connect number names, numerals and quantities to 10.
  • We are learning to read, write, name and order two-digit numbers to at least 120 using concrete materials, hundred charts and number lines.
  • We are learning to model problems involving addition and subtraction, including simple whole-dollar money problems, in practical role-play situations.
  • We are learning to solve problems involving modelling addition, subtraction, equal sharing and grouping, using different strategies.
  • We are learning to read, write, model and represent numbers to 100 in different ways and on number lines.
  • We are learning to read, write, name and order numbers to at least 1000 using concrete and virtual materials, numerals and number lines.
  • We are learning to recognise, model, represent and order numbers to at least 1000.
  • We are learning to recognise, model, represent and order numbers to at least 10 000.
  • We are learning to recognise, model, represent and order numbers to at least tens of thousands.
  • We are learning to estimate the quantity of objects in collections and when solving problems.
  • We are learning to use estimation and rounding to check and explain calculations including transactions involving money.
  • We are learning to check and explain the reasonableness of solutions to problems including money using appropriate estimation strategies.
  • We are learning to use estimation and rounding to check the reasonableness of answers to calculations.
  • We are learning to show that two- and three-digit numbers can be partitioned and re-named in different ways, such as partitioning three-digit numbers into hundreds, tens and ones.

Curriculum alignment

AC9M1N05 9 Use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem AC9M4N07 9 Choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions AC9M1N06 9 Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem AC9M5N08 9 Check and explain the reasonableness of solutions to problems including financial contexts using estimation strategies appropriate to the context AC9M3N05 9 Estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations AC9M2N02 9 Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation AC9M2N01 9 Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines AC9M1N01 9 Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts AC9M3N01 9 Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 AC9MFN04 9 Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts ACMNA027 8.4 Recognise, model, represent and order numbers to at least 1000 ACMNA099 8.4 Use estimation and rounding to check the reasonableness of answers to calculations ACMNA002 8.4 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA072 8.4 Recognise, represent and order numbers to at least tens of thousands ACMNA052 8.4 Recognise, model, represent and order numbers to at least 10 000 ACMNA013 8.4 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
MA1-1WM old Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA3-5NA old Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-6NA old Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation MA3-3WM old Gives a valid reason for supporting one possible solution over another MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers MA3-2WM old Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations MA3-1WM old Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MA1-3WM old Supports conclusions by explaining or demonstrating how answers were obtained MA1-2WM old Uses objects, diagrams and technology to explore mathematical problems MA1-7NA old Represents and models halves, quarters and eighths MA2-4NA old Applies place value to order, read and represent numbers of up to five digits MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems MAe-4NA old Counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-3WM old Uses concrete materials and/or pictorial representations to support conclusions MAe-2WM old Uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-1WM old Describes mathematical situations using everyday language, actions, materials and informal recordings MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA2-RN-01 new Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands MA2-RN-02 new Represents and compares decimals up to 2 decimal places using place value MAE-CSQ-02 new Represents the relations between the parts that form the whole, with numbers up to 10 MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values MA3-AR-01 new Selects and applies appropriate strategies to solve addition and subtraction problems MA3-MR-01 new Selects and applies appropriate strategies to solve multiplication and division problems MA3-MR-02 new Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations MA1-FG-01 new Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems MA1-RWN-02 new Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values MA1-RWN-01 new Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
VCMNA092 Recognise, describe and order Australian coins according to their value VCMNA090 Represent practical situations that model sharing VCMNA182 Use estimation and rounding to check the reasonableness of answers to calculations VCMNA094 Recognise the importance of repetition of a process in solving problems VCMNA186 Recognise, represent and order numbers to at least hundreds of thousands VCMNA089 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts VCMNA091 Recognise and describe one-half as one of two equal parts of a whole VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line VCMNA152 Recognise, represent and order numbers to at least tens of thousands VCMNA130 Recognise, model, represent and order numbers to at least 10 000 VCMNA070 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond VCMNA104 Recognise, model, represent and order numbers to at least 1000

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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