Maths Support Activities at KS2
PLACE VALUE 1
Objectives
Begin to know what each digit in a
two digit number represents.
Partition a ‘teens’ number.
Begin to partition larger two-digit
numbers into a multiple of 10 and
ones(TU).
Oral and Mental Starter (2 mins)
Count in tens from 0 to 100, asking children to flash both
hands to show 10.
Using 1 – 100 number line ask.
Q Who can tell me a number that lies between 20 and 30?
Q Who can tell me a number that lies between 50 and 60?
Vocabulary
ones
tens
two-digit number
Resources
Place Value Chart to 100
Arrow Cards
Number
For each number offered children point to it on the number
line.
Main Activity 15 mins
Using Place Value Chart point to 20 and 5. Children say
twenty five.
(Practice more examples). Extend to 100’s e.g. 200 and 509
6.
Teaching Point:Emphasise that the way we say a number is different from the
way we write a number.
Introduce place value cards/arrow cards.
Q Can you show me 25?
Q Where is the twenty?
Q What happens to the zero when we put the twenty and the
five together?
Emphasis that twenty five is written 25 and not 205. Continue
with further examples.
Extend to HTU when/if appropriate.
Plenary 3 mins
Ask each child to write numbers on whteboards, include teen numbers 16, 61, 17, 71 etc.
Assess their understanding of place value including 11 to 20.
Maths Support Activities at KS2
PLACE VALUE 2
Objectives
Begin to know what each digit in a
two-digit number represents.
Oral and Mental Starter (2 mins)
Count in 2s from given numbers other than zero forwards and
backwards.
Try numbers just before ad after multiples of 10 and 100.
Q Count in twos from 39, 89, 90 forward.
Vocabulary
units
tens
digit
Resources
Dice
Shirt
Washing lines
Two digit number
Flashcards
Q Count in twos from 48, 80, 910 etc backwards
Main Activity – Washing line
Throw dice, pick up that number if shirt to hang on washing
line, 10 shirts collected go into washing basket and replaced
on chart / board with picture of basket, keep playing and refer
to the number of baskets and shirt on line.
Q How many vests in 3 baskets?
Q 3 baskets and 5 vests – how many vests altogether?
Plenary
Use flashcards of 2 digit numbers.
How many baskets and vests for each number.
Maths Support Activities at KS2
Objectives
Begin to know what each digit in a
two-digit number represents.
PLACE VALUE 3
Oral and Mental Starter (2 mins)
Test number bonds – use 0 – 9 .
Choose a domino. Add each side.
Q If 9 add 3 is 12. What is 12 – 3?
Vocabulary
tens
units / ones
place
represent / stand for
Resources
Q What else can you tell me?
Main Activity – Put me in my place (15 mins)
Pick a number e.g. 26 (blue hoop for tens, red hoop for units).
Put cubes in the right hoops to show the number (2 in the blue,
6 in the red.)
2 hoops
2 digit number flash cards
Interlocking cubes
Whiteboards
Pens
Q What do the two blue cubes represent?
Q What do the 6 red cubes stand for?
Q How can we represent 39?
Plenary (3 mins)
Tell me a number with 2 tens, 5 tens etc.
Can you write your number on your board?
How do you know it has 5 tens?
Maths Support Activities at KS2
PLACE VALUE 4
Objectives
Begin to know what each digit in a
two-digit number represents.
Oral and Mental Starter (2 mins)
Use arrow cards.
Ask children to select the digits needed for 36 etc.
Q Which cards have you selected? Why?
Vocabulary
digit
tens
ones/units
Resources
Counters
Abacus boards
Number tiles
Q Why not 60 and 3?
Repeat several times.
Main Activity (15 mins) Abacus game.
Throw two dice. Use the two numbers as digits for a two-digit
number and put counters on the spikes of the abacus. Say the
number (e.g. throw 5 and 2. Can be 25 or 52)
Q What does the number say? How do you know.
Q What if we put the 5 on the tens and the 2 in the units
instead?
Q Which one is the bigger number 25 or 52?
Throw the dice again and put the second number on the
abacus.
Put the two numbers together.
If necessary exchange ten units for one ten.
Q How much do we have altogether?
Plenary (3 mins)
Select 5 two-digit numbers. Children order the numbers smallest to largest. (Select mostly different
tens digits, but make two the same).
Maths Support Activities at KS2
PLACE VALUE 5
Objectives
Begin to know what each digit in
two and three digit numbers
represent.
Oral and Mental Starter
Use the place value chart to point at different numbers. Start
with 2 digit (e.g. 65) and progress to 3 digit (e.g. 348).
Q Can you say this number?
Vocabulary
hundreds
tens
units
ones
count on
count back
one to nine
ten to ninety
Resources
Arrow cards
Place value chart
Digit cards
100 square
Q Can you write this number?
Q What is different about the way we say and the way we write
a number.
Repeat several times.
Main Activity - Partitioning
Use arrow cards to show a number less than 99.
Ask children to partition it – e.g. 45 is 40 and 5.
Repeat several times.
Extend to 3 digit numbers.
651 is 600 50 1
Q What is the six worth? How do you know?
Q What if 6 was in the middle?
Q Can you rearrange the digits to make a new number?
Show the new number using digit cards.
Q Did we all make the same number?
Show me another number with the same digits?
Q Why are these numbers different?
Repeat with 3 more digits.
Plenary
Count in 10’s from a two digit number. E.g. 23, 33, 43. Follow pattern on 100 square.
Repeat several times.
Try counting in tens from 128.
Extend beyond 200.
Maths Support Activities at KS2
Objectives
Begin to know what each digit in 2
and 3-digit number represent.
Vocabulary
hundreds
tens
units ones
digits
Resources
Digit cards
Whiteboards
PLACE VALUE 6
Oral and Mental Starter
Use whiteboard to show 2/3 digit numbers. Ask pupils to
partition them into TU/HTU (e.g. 86).
Q Why have you said 80 and 6?
What if they were the other way round? What would the
number be then? Would it be bigger or smaller?
Main Activity
Each pupil chooses three cards, places them on their
whiteboard divided into 3 columns HTU. Each child says their
number. Score a point if they can read it correctly. E.g. (293)
Q What if you swapped to 9 and 2, what number would you
have then?
Q Would it be bigger or smaller?
Q What is the biggest number you can make with these digits?
Extension
Change the target to “Can y9u make the biggest number?”
“Can you make the smallest?”.
Plenary
Count in 1’s from a given number STOP.
Count on in tens from where you are up to. STOP.
Count on in 100s STOP. Count back in 100’s. STOP.
Count back in tens. STOP. Count back in 1’s. STOP.
Maths Support Activities at KS2
PLACE VALUE 7
Objectives
Oral and Mental Starter (3 mins)
Cover same numbers with counters / post its.
Ask children to say what numbers are hidden.
Q Which number is here? How do you know?
Vocabulary
Q What number is ten more? Twenty more?
Resources
Main Activity (15 mins)
Demonstrate first then ask pupils to cover a number with a
counter and then give clues to the rest about the number.
e.g. it is one more than 16
it is ten more than 27
Q How many different clues can we think of?
Plenary
Cover up a whole column or row on the 100 square.
Ask the children to say the hidden numbers.
How do you know where to start?
How do you know whether to count in ones or tens?
Repeat several times.
Maths Support Activities at KS2
PLACE VALUE 8
Objectives
Begin to know what each digit
in a two-digit number
represents.
(Extend to 3 digit)
Oral and Mental Starter
Make a two digit number with your number fan.
Put the numbers in order.
Q Who has the largest number? (smallest?)
Q Who has an odd number? How do you know?
Vocabulary
Digit
smallest
Units/ones largest
numeral
digit
column
Repeat several times.
Main Activity – Hat Game
0-9 cards in hat. Teacher chooses target (largest/smallest
numbers, nearest to 50/10/100 etc.
Pulls cards one at a time from hat. Children choose which
columns to put each digit in.
Play in pairs / or as a group.
Resources
T.U. sheet / whiteboards
Pens
0-9 digit cards
hat
number fans
dice
Use dice to generate numbers as an alternative to cards.
EXTEND TO hundreds Tens Units for those who are ready.
Plenary
Discuss strategies. Which column do we need to focus on to win (tens) (or hundreds in H.T.U.
game).
Maths Support Activities at KS2
PLACE VALUE 9
Objectives
Order numbers to at least 20/100
and position them on a number
line or track.
Oral and Mental Starter (3 mins)
Pick domino and record the number.,
e.g.





14, or 41
Q Which is larger? Smaller? How do you know?
Vocabulary
Smaller
higher
larger
lower
digit
more
ones
less
hundreds
Repeat 13 times.
Put in order smallest to largest.
Main Activity – Put me in order.
Together – throw two dice, choose which way to record the
number.
Record on ladder. Children take turns to put numbers on
ladder.
Resources
Dominoes
Blank ladders
Q Where can we put this?
Q What is the biggest/smallest number we could have?
Numbers must be in order. Any that won’t fit should be left off.
Children can play this in pairs.
Plenary
Play game as a group sing 3 dice and one ladder. Is this easier or harder?
Maths Support Activities at KS2
PLACE VALUE 10
Objectives
Round any 2 digit number to the
nearest 10 and any 3 digit number
to the nearest hundred.
Oral and Mental Starter (2 mins)
Count in 50’s to 1000 from 0.
Count in 50s from 25.
Q Do you notice a pattern?
Vocabulary
Number cards 0-9.
Whiteboards
H.T.U. Board or A4 paper divided
into 3.
Q What do you notice about the unit digit?
Q Why does this happen?
Main Activity – Target 500 (so, 1000)
Each pupil turns over 3cards and puts them in each of the
three columns. They then round their number to the nearest
100. The winner is the person nearest to 500.
Resources
Q What number have you made?
Q What is the value of that digit? And that one?
Q Whose number is closest to 500?
VARIATIONS
Simplify to Target 50 and use a T.U. board.
CHANGE – TARGET to 1000.
Use four cards and choose three of them.
Plenary