Place Value of Two-Digit Numbers
Grade Level:
1st grade, halfway point of the school year (December)
Common Core Standard: 1.NBT.2.abc
NUMBER & OPERATIONS in BASE TEN
Understand place value
2. Understand that the two digits of a two-digit
number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten
ones -- called a “ten”.
b. The numbers from 11 to 19 are composed
of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70,
80, 90 refer to one, two, three, four, five,
six, seven, eight, or nine tens (and 0 ones).
Time: This test took my colleagues, and myself, 9-10 minutes to complete.
This included silently reading the directions of the test. In order to obtain a
realistic time frame for the targeted age group, I would allow for 35 - 40
minutes for this assessment. The reason I added time to this is due to the
fact that I have constructed a whole group break halfway through the test
questions. I did this for ease of confusion, decreased sense of overwhelming
anxiety, and for the short attention span that 6 year olds have in first
grade. (They must be moving because it increases the productivity of their
growing brains!)
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
Readability Statistics: This test was evaluated using the Flesch-Kincaid
leveling system. I calculated this test twice; the first calculation equates to
a grade level of 2.6 (the month of Jan-Feb of 2nd grade), while the second
calculation equates to a grade level of 1.6. These grade level calculations
determine the estimated reading level of the students. The first calculation
includes the entirety of the test, while the second calculation only depicts
the student directions. The reason for the varied estimations is due to the
fact that first graders have emerging reading skills and although it is
growing by the day, it is unrealistic to assume that the students will be able
to correctly read the directions of the test. Therefore, this test will be
read out loud as the class follows along. There will also be more verbal
directions stated at that time to minimize any confusion and give more aide
where it is needed.
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Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
Literature Connections:
 Place Value by Danielle Carroll
 On The Ball: Learning to Identify the Place Value of Ones and Tens
by Autumn Leigh
 More or Less by Stuart Murphy
 More or Less: A Rain Forest Counting Book by Rebecca Davis
Lesson Ideas:
 Daily Numbers is a daily attention-grabber that would enforce
number sense of a realistic nature would be to incorporate the calendar
days and the school days. By having the students count the number of
days they have been in school gives them an opportunity to visualize
groups of ten. This can be done by placing single straws in the ones
pocket and when there are ten straws there, they can be tied together
with a rubber band (creating a “bunch” or a “ten”) and placing it in the
tens column. This is repeated on a daily basis and the learning stretches
until the very last day of school, as students have learned to count past
100!
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
 Keynote Interactive is a useful software program that incorporates
instant gratification of any educational concept. It is designed like a
powerpoint slideshow with the exception of adding the student’s voice
and video. To see an example of this program being used to enhance the
understanding of place value, visit
http://etechplace.org/clough/?s=place+value
 Number Toss is a math game that incorporates two simple objects; a
pair of dice and a place value mat. The object of the game is to create
as many two-digit numbers as possible. This is best if played in groups
of two. A student will roll the dice and write that number shown in two
different ways. This can be written numerically, pictorially, or in
written form. Let’s look at an example…student A rolls a 3 and a 7.
Student A could place the 3 in the tens column and the 7 in the ones
column, forming the number 37. The other option is to make the number
73, with the 7 in the tens column and the 3 in the ones column. This
lesson would reiterate the understanding that the 7 (when placed in the
tens column) is actually representing 7 tens or 70, not just 7.
 Build a Number is another math game that could be used at any given
time of the school day or used as a small group activity during math
centers. This will continually keep students thinking about place value
of tens and ones as they “see” the number line in their heads. The
teacher would say, “Build a number between 60 and 70.” The students
would be able to use their place value mats and their specified counters
to build any number that would “fit” into the range.
 100 Chart Challenge Using a 100 chart, this hands-on activity could
be implemented using whole group instruction. The teacher, or other
students, would pose questions to the class. For example, “What is 10
more than 50?”
 Children & a Number Line gets students moving! It is simple, yet very
effective. Each student receives a numbered card (1-99) and they must
work together to place themselves in number order, or by group.
Teachers, have fun with this! (“All of you who have a six in the ones
column….If you are a one-digit number….If you are more than 55…)
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
Summary and Explanation:
 This test was designed with the concept of the ten frames. This is
the strategy that is explicitly taught from the math curriculum at
the school I teach. Although other ways of identifying numbers are
welcomed and encouraged, I have written this test so that it is
familiar to those students who have been taught place value with the
aide of ten frames.
 The estimation of total point value has been exempt from this test
given the circumstance that this test is constructed around numbers
and base ten values. The level of understanding that is needed for
this test does not meet that of the understanding of estimation
practices. In order for first graders (at this time of the year) to be
able to properly estimate a given value, it would require a strong
sense of addition, or large grouping of numbers. Even if an estimation
jar was incorporated in the classroom on a weekly basis, I am not sure
that the students would be able to realistic approach that concept on
a math test of their performance. To resolve this issue, and keep the
students involved in their overall performance, I have chosen to use a
pictorial form of evaluation. This is evident on the last page of the
test as I ask students to reflect upon their performance on the test.
Underneath the possible “answers” are number ranges that
correspond to the possible scores. I feel that the self-reflection
piece is appropriately placed at the end of the test because this will
ease the flow and decrease the anxiety among students.
 The point value for each individual question has been placed at the
top of every page where a new section of questions is introduced. The
reason I chose to place the point values this way is due to the fact
that the test is surrounding the understanding of numbers and
number recognition. I felt that the added repetition of numbers
might distract the students by having too many characters on the
pages and causing confusion.
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
 The brain break mentioned on the bottom of page two is meant as a
literal break. I have adapted this test to best fit the needs of the
students in my classroom. One of the many things we do during the
school week is take “brain breaks” periodically. This is part of the
behavior management plan that the entire school uses. It promotes a
stable learning environment, while creating a welcoming place to learn
and teach others. The brain break usually consists of a quick run, or
walk, around a line of trees right outside our classroom door (each
classroom has a door that leads directly to the outside). Given the
fact that this test would be used during the winter months, it may be
advisable to change that motivator on the test. All in all, the rock
garden was intended to be a literal break for the students to let
their brains relax for a moment and relieve any tension that may have
built up during the test.
 The last question (#11) was created with the intention of giving the
students a choice. By this I mean, I would allow the students to use a
manipulative of their choice for counting purposes (a concrete
representation) but it will not be required. I chose to do this
specifically for the purpose of allowing creativity and diversity among
solving strategies. There may be more than one way to correctly solve
this math story and by giving students counting objects, it may inhibit
the solutions and restrict their thinking processes. My overall
reasoning stems from the background experience that I have gained
from working in a first grade classroom for two consecutive years. I
have been awarded the opportunity to physically see the motivated
bodies of six year-olds when it comes to math lessons. They are
motivated to learn new things, while consequently teaching others
new strategies and concepts as well. Not only can we teach our
students, but our students can teach us.
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
Mathematician (that’s you!) _______________________ Date_________
Points earned ____/29
Exploring Place Value
This exploration will show me how well you understand the place value of two-digit numbers.
For questions #1-5, you will use a green, orange, blue, red, and yellow crayon.
You will also use a 100 chart.
We will begin when your 100 chart is sitting beside this page.
Here’s your job….
(1 point each)
1. USE your green crayon. CIRCLE the number that is eight ones.
2. USE your orange crayon. CIRCLE the number that is two tens and zero
ones.
3. USE your blue crayon. CIRCLE the number that is four tens and three
ones.
4. USE your red crayon. CIRCLE the number that is seven tens and six
ones.
5. USE your yellow crayon. CIRCLE the number that is one ten and two
ones.
Way to go! You are on a roll.
Keep up the good work, Mathematician!
Laura Hickey
Spring 2011
/5
Place Value of Two-Digit Numbers
For questions #6-8, you will use base ten blocks.
First, BUILD the number using your place value mat.
Next, WRITE the amount of tens and ones you have.
Lastly, FINISH the sentence.
Here’s your job….
6.
(3 points each)
I have _____tens and ______ ones.
My number is __________ .
7.
I have _____tens and ______ ones.
My number is __________ .
8.
I have _____tens and ______ ones.
My number is _________ .
You have put your brain to the test!
You deserve a brain break 
Let’s take a walk around our rock garden!
Laura Hickey
Spring 2011
/9
Place Value of Two-Digit Numbers
For questions #9-10, you will use base ten blocks.
First, BUILD the number on your place value mat.
Then, DRAW the number on the chart.
Lastly, WRITE that number in the space provided.
Here’s your job….
9.
(3 points each)
BUILD and DRAW the number that is three tens and four ones.
Tens
Ones
I drew the number ______ . 10.
BUILD and DRAW the number that is five tens and three ones.
Tens
Ones
I drew the number ______ . Laura Hickey
Spring 2011
/6
Place Value of Two-Digit Numbers
For question #11, you will use the picture to help you solve the math story.
(9 points)
Mrs. Sprinkle sells cookies by the box. One box holds 10 cookies. Mrs.
Sprinkle has baked 16 cookies. How many boxes can she sell? How many
cookies will she have leftover?
Here’s your job….
 DRAW a rectangle around each box of cookies that Mrs. Sprinkle
can sell
 DRAW an X on the cookies that will be leftover
Mrs. Sprinkle can sell ________ boxes of ten cookies.
She will have ________ cookies leftover.
You have almost finished!
Stretch out your fingers.
Take a deep breath.
Turn the page…
/9
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
Here’s your LAST job….
Please tell me about your feelings. Be honest 
(Remember, we only cheat ourselves from learning when we do not tell the
truth.)
Circle the picture that best describes YOU.
How do you think you did on the test?
I think I did…
Good
29 – 26
O.K.
25 – 22
Not so Good
21 - 0
Would you like to have another test like this?
Yes
Maybe
No
Yeah, student’s name, you did it!
Give yourself a silent pat on the back!
Laura Hickey
Spring 2011
Place Value of Two-Digit Numbers
100 Chart
Laura Hickey
Spring 2011