Place Value Practice Game
Make learning place value fun with the Place Value Practice Game! This interactive activity encourages students to draw cards for hundreds, tens, and ones, then represent the number visually and numerically. Designed to reinforce understanding of place value concepts, this game is perfect for small group rotations, individual practice, or whole-class lessons.
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Learning goals
- We are learning to count collections of items (e.g. coins) and skip count by 5s or 10s to record how many in the collection.
- We are learning to recognise halves, quarters and eighths of a whole and connect halves, quarters and eighths through repeated halving.
- We are learning to multiply and divide one- and two-digit numbers in word problems using a variety of strategies.
- We are learning to count collections to 100 using place value groupings.
- We are learning to count in ones, twos, fives and tens, to and from 100.
- We are learning to recognise halves, quarters and eighths of an object and to understand that a group of objects can be separated to show halves, quarters and eighths of the group.
- We are learning to recall multiplication facts of two, three, five and ten and related division facts.
Curriculum alignment
AC9M2N03
9
Recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving
AC9M3N04
9
Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
ACMNA033
8.4
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
ACMNA056
8.4
Recall multiplication facts of two, three, five and ten and related division facts
ACMNA012
8.4
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
ACMNA014
8.4
Count collections to 100 by partitioning numbers using place value
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA2-6NA
old
Uses mental and informal written strategies for multiplication and division
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
MA2-1WM
old
Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA1-7NA
old
Represents and models halves, quarters and eighths
MA2-RN-02
new
Represents and compares decimals up to 2 decimal places using place value
MA2-RN-01
new
Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA110
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
VCMNA134
Recall multiplication facts of two, three, five and ten and related division facts
VCMNA086
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
VCMNA088
Count collections to 100 by partitioning numbers using place value
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
• Provide pre-filled examples to guide students who need additional support.
• Allow students to use manipulatives (e.g., base-10 blocks) to visualise the numbers drawn.
• Use smaller numbers (e.g., up to 100) for students needing simplified practice.
Extensions
• Challenge advanced students to create a 4-digit version of the game using thousands cards.
• Encourage students to compare numbers they create and explain which is greater or smaller.
Teach it your way
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