Place Value Games

One of the things my kiddos need to work on is Place Value.

It is not something that is covered in our program as much as we would like, so I decided to create a product after a game I had seen many years ago.



During calendar everyday we go over Place Value.

We record how many days of school we have had so far.
We talk about how many hundreds are in the number, how many tens and how many ones are in the numbers.

I realized that this was not enough. So, I started to think about what the kids needed. I remembered a game they had played a long time ago when I first started teaching and I made up this product.

My firsties LOVE it!

My students choose this every day. They love it THAT much!

After the cards are printed, cut out, and laminated, students can play the game. Once the cards are shuffled, one student draws a card. The student can decide where to place that card (Hundreds, Tens, Ones, or Discard). You cannot move the card to a different spot once it is placed. This play goes on until the board is filled with a number in each place. 

Have students fill out the recording sheet after each game. 

You can play a couple different ways.

Largest number wins

Smallest number wins. 

Common Core Standards that are covered in this activity are:

Grade 1 » Number & Operations in Base Ten » Use place value understanding and properties of operations to add and subtract. » 4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Grade 2 » Number & Operations in Base Ten

Understand place value.

CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Use place value understanding and properties of operations to add and subtract.

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.

CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1

Have a wonderful day!