Free Printable Year 2 Place Value and Regrouping Worksheets

About This Year 2 Maths Topic

This topic builds on children’s understanding that the position of a digit determines its value. Children learn that a number can be broken apart, regrouped and renamed in several correct ways without changing the total value.

For example, the number 245 can be represented in its usual place-value form as:

• 2 hundreds, 4 tens and 5 ones;
• 200 + 40 + 5.

It can also be regrouped and renamed in non-standard ways:

• 24 tens and 5 ones;
• 2 hundreds and 45 ones;
• 1 hundred, 14 tens and 5 ones;
• 245 ones.

Each representation looks different, but every representation still has a total value of 245.

Children also investigate the role of zero in numbers such as 304. The zero shows that there are no tens and keeps the hundreds and ones digits in their correct positions.

These activities support Australian Curriculum Version 9.0 content descriptor AC9M2N02 and its associated elaborations.

The Big Idea for Parents

The most important message to give your child is:

Think about money. One ten-dollar note can be exchanged for ten one-dollar coins. The appearance and grouping change, but the value remains ten dollars.

Place-value materials work in the same way:

• 1 hundred can be exchanged for 10 tens;
• 1 ten can be exchanged for 10 ones;
• 10 tens can be regrouped as 1 hundred;
• 10 ones can be regrouped as 1 ten.

Learning Intentions

Children will learn to:

• represent two- and three-digit numbers using materials;
• identify hundreds, tens and ones in a number;
• explain the value of each digit;
• partition a number into place-value parts;
• rearrange number parts without changing the total;
• regroup 1 hundred as 10 tens;
• regroup 1 ten as 10 ones;
• rename numbers using standard groupings;
• rename numbers using non-standard groupings;
• check that a renamed number has the same value;
• recognise zero as a place-value placeholder;
• explain why removing a zero can change a number.

Student Success Criteria

Key Vocabulary

Teacher Guide for Parents

Teachers usually introduce this concept with materials before asking children to complete written regrouping questions.

At home, follow this order: build it, describe it, exchange it, rename it and check it.

1. Begin with Base-10 Materials

Use base-10 blocks if available:

• a small cube represents 1 one;
• a rod represents 1 ten;
• a flat represents 1 hundred.

You can also use bundled sticks:

• single sticks represent ones;
• a bundle of 10 sticks represents 1 ten;
• 10 bundles represent 1 hundred.

Build a number such as 326 using 3 hundreds, 2 tens and 6 ones.

2. Connect Each Digit to the Materials

Write the number beside the materials and point to one digit at a time.

For 326:

• 3 represents 3 hundreds, which is 300;
• 2 represents 2 tens, which is 20;
• 6 represents 6 ones, which is 6.

Show the expanded form:

326 = 300 + 20 + 6

3. Explain Partitioning

Partitioning means breaking a number into parts.

The standard partition of 472 is:

• 4 hundreds;
• 7 tens;
• 2 ones;
• 400 + 70 + 2.

Ask your child to build the number, draw it and write its expanded form.

4. Explain Regrouping with an Exchange

Build 245 using:

• 2 hundreds;
• 4 tens;
• 5 ones.

Exchange 1 hundred for 10 tens. The materials now show:

• 1 hundred;
• 14 tens;
• 5 ones.

The grouping changed, but the total remains 245.

Show the calculation:

200 + 40 + 5 = 100 + 140 + 5

5. Rename a Number Using Tens and Ones

Begin with the standard name:

245 = 2 hundreds, 4 tens and 5 ones

Exchange both hundreds for 20 tens. Add the existing 4 tens:

20 tens + 4 tens = 24 tens

Therefore:

245 = 24 tens and 5 ones

6. Rename a Number Using Hundreds and Ones

Build 245 again. Keep the 2 hundreds and exchange the 4 tens for 40 ones.

Add the original 5 ones:

40 ones + 5 ones = 45 ones

Therefore:

245 = 2 hundreds and 45 ones

Encourage your child to check:

200 + 45 = 245

7. Compare Standard and Non-Standard Groupings

A standard grouping uses the usual hundreds, tens and ones arrangement.

For example:

372 = 3 hundreds, 7 tens and 2 ones

Non-standard groupings rename some or all of the place-value groups:

• 2 hundreds, 17 tens and 2 ones;
• 3 hundreds and 72 ones;
• 37 tens and 2 ones;
• 372 ones.

8. Explain the Role of Zero

Write the number 304 in a place-value chart:

• 3 hundreds;
• 0 tens;
• 4 ones.

Explain that the zero keeps the tens place empty. Without the zero, 304 would become 34, which has a completely different value.

Compare:

• 304 = 3 hundreds, 0 tens and 4 ones;
• 34 = 0 hundreds, 3 tens and 4 ones.

9. Check That the Total Is Preserved

After every regrouping, ask your child to check the value.

For example:

• 3 hundreds, 6 tens and 4 ones = 364;
• 2 hundreds, 16 tens and 4 ones = 364;
• 36 tens and 4 ones = 364;
• 3 hundreds and 64 ones = 364.

Children should not simply memorise the renamed form. They should be able to explain why the total has stayed the same.

Recommended Teaching Sequence at Home

1. Build a number using hundreds, tens and ones.
2. Read and explain the value of every digit.
3. Write the standard partition.
4. Exchange 1 hundred for 10 tens.
5. Describe the new grouping.
6. Exchange 1 ten for 10 ones.
7. Rename the number in another way.
8. Write an equation to check the total.
9. Practise examples containing zero.
10. Explain why every representation has the same value.

Common Misconceptions and How Parents Can Help

Simple Home Activities for Place Value and Regrouping

Questions Parents Can Ask

• What does each digit represent?
• How many hundreds are in the number?
• How many tens are in the number?
• How many ones are in the number?
• Can you build the number using materials?
• Can you write the number in expanded form?
• Can you partition the number another way?
• What can you exchange?
• What is 1 hundred worth in tens?
• What is 1 ten worth in ones?
• Can you rename the number using only tens and ones?
• Can you rename the number using hundreds and ones?
• Has the total changed?
• How can you prove the value stayed the same?
• What does the zero show?
• What would happen if the zero were removed?
• Is this a standard or non-standard grouping?
• Can you find another correct representation?

Mathematical Sentence Starters

Supporting Different Learners at Home

Children Who Need More Support

• begin with two-digit numbers;
• use physical materials for every example;
• use a labelled hundreds, tens and ones chart;
• practise exchanging 1 ten for 10 ones first;
• work with one regrouping step at a time;
• use numbers without zero before introducing zero;
• record the value of every group;
• use drawings to match the materials;
• ask the child to explain orally before writing;
• check the total after every exchange.

Children Ready for Extension

• find every possible regrouping of a number;
• rename numbers using only tens or only ones;
• work with numbers beyond 1000;
• solve missing-group questions;
• create true and false place-value statements;
• correct an incorrect regrouping;
• compare two non-standard representations;
• represent numbers containing more than one zero;
• explain regrouping without using materials;
• create place-value riddles for another person.

Quick Parent Check

Use these questions to check whether your child understands the main ideas.

1. Build 374 using hundreds, tens and ones.
2. Explain what the 7 represents in 374.
3. Partition 526 into standard place-value parts.
4. Rename 245 as tens and ones.
5. Rename 245 as hundreds and ones.
6. Show 326 as 2 hundreds, some tens and 6 ones.
7. Write the number represented by 27 tens and 4 ones.
8. Explain why 24 tens and 5 ones equal 245.
9. Explain the role of zero in 408.
10. Correct the statement: “304 is the same as 34.”

A child shows secure understanding when they can find the answer, model it and explain why the total remains unchanged.

Quick Exit Ticket

1. Write 362 as hundreds, tens and ones.
2. Rename 362 using tens and ones.
3. Explain what the zero means in 507.

Printable Teacher, Parent and Student Resources

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Home Learning Summary

Short practical activities are more effective than asking a child to complete a long page of abstract regrouping questions without support.

Build one number, exchange one group and ask the child to explain what changed and what stayed the same.

Repeat the same routine with different numbers:

1. build the number;
2. identify every digit;
3. exchange one place-value group;
4. rename the new grouping;
5. check that the total is unchanged.

Related Foundation, Year 1 and Year 2 Maths Topics

Children who need additional support can revisit these earlier number and partitioning topics.