teaching resource

Valentine's Day - Number Form Match-Up

Updated: 10 Jan 2023

Identify three-digit numbers in standard form, word form, expanded form, and in MAB form with a printable Valentine’s Day Maths activity.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Curriculum

VC2M1N01

Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts <ul> <li>reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar, for example, 16, 60, 61 and 66</li> <li>using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging them on an empty number line</li> <li>using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99, or colour-coding the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones</li> <li>recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols (for example, through kanji numbers in Japanese and characters in Chinese) and that there are alternative numeration systems (for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration)</li> </ul>
VC2M1N03

Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
VC2M2N01

Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines <ul> <li>recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered</li> <li>recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers</li> <li>reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)</li> <li>collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers</li> </ul>
VC2M2N02

Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation <ul> <li>comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials</li> <li>renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones</li> </ul>

teaching resource

Valentine's Day - Number Form Match-Up

Updated: 10 Jan 2023

Identify three-digit numbers in standard form, word form, expanded form, and in MAB form with a printable Valentine’s Day Maths activity.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Identify three-digit numbers in standard form, word form, expanded form, and in MAB form with a printable Valentine’s Day Maths activity.

Skip the Standard, Word, & Expanded Form Worksheets!

Are you tired of the same old worksheets and activities you’re using to teach number forms to your primary students? We understand! Sometimes teachers need just as much variety in order to stay engaged with the content, so we’ve been busy putting together some fun maths activities and Valentine’s Day activities for older students. Starting with place value and number forms!

This Valentine’s Day maths activity has students realising just how “sweet” is to identify three-digit numbers in word, standard, MAB blocks and expanded form. Included are 36 individual matching cards. Students will find an example of nine different numbers in all four number forms within the deck. They will find groups of cards that represent

Numbers in Standard Form
Numbers in MABs
Numbers in Word Form and
Numbers in Expanded Form.

Do Valentine’s Day Maths Stations Help Big Kids?

Absolutely! There are several reasons why maths stations may be more effective than worksheets for teaching students about standard, base ten, word, and number forms:

Engagement: Maths stations can be more engaging for students than worksheets, as they offer a change of pace and a variety of activities to keep students interested.
Collaboration: Maths stations often involve group work, which can foster collaboration and communication among students. This can be especially helpful for students who may struggle with math, as they can work with their peers to support each other’s learning.
Hands-on learning: Many maths stations involve hands-on manipulatives or other interactive elements, which can help students understand concepts more deeply. For example, students might use MABs to create numbers in different forms, which can help them understand place value and how it relates to standard, base ten, and expanded forms.
Differentiation: Maths stations can be easily modified to meet the needs of students at different levels by providing a range of activities with varying levels of difficulty. This can be more challenging to do with worksheets, which are often one-size-fits-all.
Assessment: Maths stations can provide opportunities for teachers to informally assess student understanding in a low-stakes way, through observation and interaction with students as they work. This can be more challenging to do with worksheets, which often only provide a single measure of student understanding.

Download and Print Your Valentine Maths Resources

Use the dropdown icon on the Download button to choose between the colour PDF, black and white PDF, or editable Google Slides version of this resource.

Print on card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

Punch a hole in each corner to keep the task cards out of pockets or under desks to place them on a binder ring.

Before you go, make sure you grab a few more place-value resources for your kiddos!

This resource was created by Lauren Blankenship, a teacher and a Teach Starter Collaborator.

Curriculum

VC2M1N01

Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts <ul> <li>reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar, for example, 16, 60, 61 and 66</li> <li>using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging them on an empty number line</li> <li>using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99, or colour-coding the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones</li> <li>recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols (for example, through kanji numbers in Japanese and characters in Chinese) and that there are alternative numeration systems (for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration)</li> </ul>
VC2M1N03

Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
VC2M2N01

Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines <ul> <li>recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered</li> <li>recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers</li> <li>reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)</li> <li>collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers</li> </ul>
VC2M2N02

Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation <ul> <li>comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials</li> <li>renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones</li> </ul>

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