Teaching Place Value in KS1 & KS2

Understanding place value is a foundational skill in primary mathematics. Without a firm grasp of how numbers are structured, children struggle with addition, subtraction, multiplication, and division. In both KS1 and KS2, effective place value teaching helps pupils build confidence, reason numerically, and make meaningful progress across the entire curriculum.

This article explores age-appropriate strategies for teaching place value, with classroom examples and practical approaches suitable for teachers, parents, and tutors.

Why Place Value Matters in Primary Education

Place value is the concept that the position of a digit in a number determines its value. For example, in the number 352, the digit 3 represents 300 because it is in the hundreds column.

If this concept is poorly understood, children may:

• Misread or miswrite numbers
• Struggle with column addition or subtraction
• Confuse tenths with tens in decimals
• Fail to estimate or round numbers correctly

That’s why national assessments — including Year 2 SATs and Year 6 arithmetic tests — frequently include place value questions to check for deep understanding.

Introducing Place Value in KS1

Year 1: Building Number Sense

At this stage, pupils begin to understand numbers up to 100 and should be introduced to tens and ones (units). Use:

• Base ten blocks (dienes) to show tens and ones physically
• Place value charts to match written numbers to their composition
• Partitioning games, such as making 67 with six tens and seven ones

Practical activities might include:

• Making numbers using straws or counters
• Rolling dice and building two-digit numbers
• Identifying which number is greater by comparing digits

Children should also be taught to count forwards and backwards in tens from any number. This supports fluency when bridging through multiples of ten (e.g. 68 + 4 = 72).

Year 2: Extending to Three-Digit Numbers

In Year 2, the focus shifts toward reading, writing, and ordering numbers up to 1,000. Key skills include:

• Recognising hundreds, tens and ones
• Using partitioning (e.g. 842 = 800 + 40 + 2)
• Rounding numbers to the nearest 10 or 100
• Estimating quantities based on digit values

You can use real-life contexts such as counting money or measuring objects to make lessons more meaningful. Children can also build and compare numbers using digit cards or number fans.

Teaching Place Value in KS2

As pupils move into KS2, place value expands to include larger numbers and decimals. A deeper level of reasoning is required.

Years 3 and 4: Thousands and Beyond

Children now learn to read and write numbers up to 10,000 and later up to 100,000. Focus areas include:

• Recognising the value of each digit in a 4- or 5-digit number
• Rounding to the nearest 10, 100, or 1,000
• Placing numbers on number lines and scales
• Using inverse operations to check understanding

Interactive whiteboards, number lines, and virtual manipulatives can help visualise these concepts. Encourage pupils to explain their reasoning when comparing two numbers or justifying why one number is greater than another.

Years 5 and 6: Decimal Place Value

By Upper Key Stage 2, pupils need to understand:

• Numbers up to 1,000,000 and their place value
• The relationship between whole numbers and decimals
• Reading, writing, and ordering decimal numbers to three decimal places
• Multiplying and dividing by 10, 100 and 1,000
• Rounding decimal numbers appropriately

Use visual models such as:

• Decimal grids (showing tenths, hundredths, and thousandths)
• Place value sliders for multiplying/dividing by 10 or 100
• Money contexts (e.g. comparing £3.45 and £3.50) to link learning with real life

Teachers should also revisit and consolidate earlier learning. Many Year 6 pupils still need support in identifying the value of digits when numbers go beyond thousands or when decimals are introduced.

Common Misconceptions and How to Address Them

Misreading Digits

Children may incorrectly read 703 as “seven hundred and thirty.” Use place value charts and oral rehearsal to clarify digit positions.

Zeros in Placeholders

Zeros in numbers such as 504 can confuse pupils. They may think it represents “five and four.” Model with base ten or counters to clarify the absence of a digit.

Decimal Confusion

Pupils often believe that 0.7 is greater than 0.71. Visual models (like decimal grids) help them see that 0.71 has more precision and is larger.

Reversed Digits

Writing 64 instead of 46 is common in KS1. Emphasise digit positions with hands-on tools and repetition.

Practical Place Value Activities

• Place Value Dice: Roll to create numbers and identify their value
• Matching Cards: Match numbers to their partitioned form (e.g. 640 to 600 + 40 + 0)
• Classroom Number Lines: Let students build or label number lines collaboratively
• Place Value Snap: A card game to reinforce digit positions
• Digit of the Day: Explore all numbers that can be made if ‘3’ is the hundreds digit, etc.

Incorporating movement, discussion, and visuals will benefit a range of learners, especially those who are more tactile or need additional support.

Linking Place Value to Other Concepts

A solid grasp of place value makes all other number-based learning more accessible. Pupils with strong place value understanding find it easier to:

• Add and subtract using formal written methods
• Multiply large numbers with confidence
• Estimate and round effectively
• Understand fractions, decimals, and percentages
• Use negative numbers in context

Place value isn’t a standalone skill—it underpins mathematical fluency. That’s why continuous practice across year groups is vital.

Supporting Place Value at Home

Parents can reinforce place value through simple, everyday activities:

• Reading numbers on clocks, calendars, receipts, and signs
• Asking children to estimate prices or total amounts while shopping
• Playing number-based games like “Daily 10” or “Hit the Button Place Value”
• Encouraging the use of mental maths to break numbers into parts

Online games that involve number comparisons, rounding, and digit values can turn practice into play. Repetition in small bursts is more effective than lengthy lessons.

Conclusion

Teaching place value effectively in KS1 and KS2 lays the groundwork for every future mathematical concept. It’s a topic that deserves revisiting regularly and should be approached with practical tools, clear visuals, and meaningful discussion.

Whether you’re working with a Year 1 pupil exploring tens and ones or a Year 6 student refining decimal accuracy, place value offers rich opportunities for growth. With the right approach, every learner can become confident in understanding the value behind the numbers they see every day.

Let place value be the building block that supports deeper mathematical thinking — and a more confident learner.