NK 1 -8  |  Teacher Resource Sheets

This sheet displays a place value chart and further examples that ask students to identify the value of a digit according to its place.

This sheet displays a chart where students are asked to rewrite a number in both expanded and compact forms, and to represent it on an abacus.

Abacus with beads of different colours and a written reference to the value of the place each prong represents are helpful for students who have difficulty understanding how nine beads on one prong, are worth one bead on the next. If possible, students should have access to explore other place value equipment alongside a physical abacus.

This displays an abacus with nine beads and shows what happens when you add one more bead. Another abacus shows 99 + 1. Students are asked to fill in the gaps in a sentence and also show 999 + 1 and 9999 + 1 using place value equipment.

• Students who can use place value materials to demonstrate and explain what happens when ten is exchanged for one in the next place, show they have a good understanding of composing and decomposing numbers.

This builds understanding of how to use basic facts alongside place value.

• It is extremely important that students retain a sense of place value when using digits in this way. Make sure students verbalise their thinking using the full value or place value that each digit represents i.e. “30” or “3 tens” and not just “3”. 

This supports students understanding of quantities in large numbers and challenges students to quickly determine the number of dots in an array format.

• There are a number of ways students can calculate the number of dots but the structure of the array should help students calculate the number of tens and hundreds in a number.
• This activity is useful in helping students understand some of the place value materials they may use later for multiplication and some students who are already developing multiplicative thinking may demonstrate this in their explanations.

This displays a family of kittens and asks students to explain how fact families work and how they might be useful.

• Learning about fact families may cause some confusion about the operations of addition and subtraction for students whose understanding is not yet secure. Falling back to smaller quantities so that materials can be used and asking students to create word problems that are appropriate for an equation, will assist with consolidation.
• This sheet includes examples with larger numbers in a ‘change unknown’ equation to demonstrate that the commutative and inverse properties used for basic facts apply for all addition and subtraction situations.

This displays columns of dominoes with dots to be added.

• Often when adding a long list of numbers, it is more efficient to add out of sequence, for example, to make group of ten. You could use this sheet to encourage sharing of efficient (quicker / easier) combinations.

This s to a sheet which could be used to support students flexible use of tens and hundreds when adding and subtracting.

• Students who are not yet secure with sequencing numbers to 100 or 1000 may need scaffolding with a number line initially.

This uses materials to support students understanding of halving numbers greater than 20.

This shows two number-lines – zero to 100 and one to 1000 which could be helpful for students who have difficulty sequencing in either, or both of these ranges.

• Teachers may need to show students how the first number-line 0-100 is embedded in each segment of the other number-line 0-1000, if students have not previously made this connection.

This displays scenarios with a 3-digit amount of money and asks students whether it would be most advantageous to round up to the nearest ten, round up to the nearest hundred, or to receive the exact amount of money owed.

This displays some charts and asks students to say what the number is that comes 1, 10 and 100 before or after the same numbers. The format encourages students to compare and make connections, particularly to place value and skip counting sequences.

This displays some three-digit numbers for students to order. Students must say which place they needed to look at to help them order the numbers and suggest a number that might be found between two numbers in the group.

• If you need further examples you could use the same grid of numbers and ask students to order the numbers in each column instead of each row.