teaching resource

Place Value Work Mat

Updated: 03 Oct 2023

Practice place value concepts with this work mat for students.

Non-Editable: PDF
Pages: 1 Page
Grades: 1 - 5

Curriculum

CCSS.MATH.CONTENT.1.NBT.A.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.C.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.3

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

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Math 1.2(B)

Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
Math 1.2(C)

Use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Math 1.5(C)

Use relationships to determine the number that is 10 more and 10 less than a given number up to 120;
Math 2.2(A)

Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;
Math 2.2(B)

Use standard, word, and expanded forms to represent numbers up to 1,200;
Math 2.2(E)

Locate the position of a given whole number on an open number line; and
Math 2.7(B)

Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and
Math 3.2(A)

Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Math 3.2(C)

Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
Math 4.2(B)

Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;

teaching resource

Place Value Work Mat

Updated: 03 Oct 2023

Practice place value concepts with this work mat for students.

Non-Editable: PDF
Pages: 1 Page
Grades: 1 - 5

Practice place value concepts with this work mat for students.

Use this resource when working on place value in your classroom.

This work mat has the students complete the following tasks:

write a number in expanded form
write a number in word form
complete a more and less box
represent a number using base 10 blocks
place a number on an open number line.

This mat is great to use with your guided math groups and when put in a math center. Simply slip a copy in a dry erase sleeve so your students can use a dry erase marker and then wipe clean.

Alternatively, project a copy on your dry erase board as a whole class math warm-up.

Use the drop-down menu to choose between the color or black and white version.

Click on the link below to download the complete set of 5 work mats.

[resource:2665038]

Curriculum

CCSS.MATH.CONTENT.1.NBT.A.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.C.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.3

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

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Math 1.2(B)

Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
Math 1.2(C)

Use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Math 1.5(C)

Use relationships to determine the number that is 10 more and 10 less than a given number up to 120;
Math 2.2(A)

Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;
Math 2.2(B)

Use standard, word, and expanded forms to represent numbers up to 1,200;
Math 2.2(E)

Locate the position of a given whole number on an open number line; and
Math 2.7(B)

Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and
Math 3.2(A)

Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Math 3.2(C)

Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
Math 4.2(B)

Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;

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