Building place value

This resource has been developed in partnership with the NSW Mathematics Strategy Professional Learning team, Curriculum Early Years and Primary Learners, and Literacy and Numeracy.

Using the resource

This resource is the last section of a six part resource supporting number knowledge. Use this resource in conjunction with the other resources in this series in order to support a connected network of critical mathematical concepts, skills and understanding.

Supporting tasks

Full instructions on how to use each of these tasks, including materials, related tasks and learning intentions are included in the resource, available for download on this page.

Renaming numbers

One of the most important skills we can support students to develop to support their place value understanding is the capacity to confidently rename numbers in a range of ways.

Task 1: Capture 10

Students watch the video ‘Capture 10’ to learn how to play

Task 2: Ice cream sticks 1

Students watch ice cream sticks 1 – Quantifying Collections and learn how to play.

Place value

To promote place value understanding, students should be encouraged to describe teen numbers such as 14 as 1 ten and 4 ones, flexibly naming numbers in different ways.

Task 3: Minute to win it

Students watch Minute to win it to learn how to play.

  • Variation 1: Different dice can be used to increase the size of the collection for example, 10, 12 or 20 sided dice

  • Variation 2: Use ice cream sticks to explore using different structures such as tally marks or bundles or 10

Task 4: Counting with understanding – up to 100

Students watch Counting with understanding up to 100 to learn how to play.

Task 5: 101 and you’re out

Students watch ‘101 and you’re out’ to learn how to play.

  • Variation 1: Increase the challenge by using numbers from 0-9. You can also use playing cards, make cards or make a spinner.

  • Variation 2: Roll the dice 4 times and only use four lines on the game board.


Whether we move up or down when rounding is determined by which landmark is closest in value. This is why having strong, transferable knowledge in relationships to other whole numbers is a critical focus of early years learning.

When a number is a multiple of 5, we round up to the nearest decade or hundred as 5 marks the midpoint between two decades.

Task 6: Hit it!

Students watch ‘Hit it!’ to learn how to play.

Task 7: Our place value system

Students watch ‘Our place value system’ to learn how to play.

Download part 6 of the number knowledge series


  • Numeracy

Business Unit:

  • Educational Standards
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