What is 2 digit number?

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Learn to read numbers up to 10 million

All numbers are composed from just ten different digits:
zero (0), one (1), two (2), three (3), four (4), five (5), six (6), seven (7), eight (8) and nine (9). Each digit occupies a certain place.

The place of the digit tells us the value of the digit.

Use this ones, tens, hundreds resource to help you teach place value in a visual way.

One-Digit Numbers

Let's look at this number:     5

• The name of the number is Five.
• The value of the number is also Five.
• It has only one digit. This digit is in the Ones place.
• The digit is also called Five.
  
• We can write the number mathematically in the following ways:5 = 5 ones5 = five

When we write a number with only one digit, that digit is in the ones place. The value of the number gives the number its name. The name of the number and the name of its digit is the same.

Two-Digit Numbers

For a two-digit number, the first digit occupies the Tens place and the second digit occupies the Ones place.

Let's look at this number:        32

• The name of the number is Thirty-two.
  
• The value of the number is also Thirty-two.
  
• It has two digits: 3 and 2.
  
• The digit 3 is in the Tens place and has a value of Thirty.
  
• The digit 2 is in the Ones place and has a value of Two.
  
• We can write the number mathematically in the following ways:32 = 30 + 232 = 3 tens and 2 ones32 = 32 ones32 = thirty-two

Three-Digit Numbers

For a three-digit number, the first digit occupies the Hundreds place, the second digit occupies the Tens place and the third digit occupies the Ones place.

When writing the number in words, the British system has the word 'and' before the tens place.

Let's look at this number:       112

• The name of the number is One hundred and twelve or One hundred twelve.
  
• The value of the number is also One hundred and twelve.
  
• It has three digits - 1, 1 and 2.
  
• The first digit 1 is in the Hundreds place and has a value of One hundred.
  
• The second digit 1 is in the Tens place and has a value of Ten.
  
• The digit 2 is in the Ones place and has a value of Two.
  

We can write the number mathematically in the following ways:112 = 100 + 10 + 2112 = 1 hundreds, 1 tens and 2 ones112 = 11 tens and 2 ones112 = 112 ones112 = one hundred and twelve

Digits and Numbers

Watch the video to learn to read numbers from the digits and its place.

Math Test Questions

Here are some typical Math test questions relating to this topic.

1. In the number 3,401 which digit is in the tens place?
2. What is the value of the digit 2 in this number: 329
3. 10,000 + 300 + 6 = ________
   

Click here for more Math questions on Place and Place Value (US system).

Click here for more Math questions on Place and Place Value (British system).

More Test Questions

Get full worksheets here: https://www.teacherspayteachers.com/Product/Digits-and-Place-Value-Numbers-Up-To-20000-5118118

Table of Contents

Next:

Guess the Number Game

Rounding Off Numbers

Number Sense and Place Value Quizzes

This resource has been developed in partnership with the NSW Mathematics Strategy Professional Learning team, Curriculum Early Years and Primary Learners, and Literacy and Numeracy.

Using the resource

This resource is the second section of a four-part resource supporting additive thinking. Use this resource in conjunction with the other resources in this series in order to support a connected network of critical mathematical concepts, skills and understanding.

Supporting tasks

Full instructions on how to use each of these tasks, including materials, related tasks and learning intentions are included in the resource, available for download on this page.

Task 1: Let’s talk 1

Students view the ‘Let’s talk 1' video.

Task 2: Claim it

Students roll three dice and use addition and subtraction to match them to a set of numeral cards 0-27.

• Variation 1: Play in larger teams

• Variation 2: ‘Freeze’ the game between two players at a particular moment and involving the class in an investigation about what move to make next and what may happen as a result

• Variation 3: Introduce a ‘free pass’ card

Task 3: Subtraction face off

Students use playing cards to form a 2-digit number and a 1-digit number then arrange the cards to make the smallest difference.

Task 4: Difference challenge

Students form small groups and use playing cards to form a 2-digit numbers The aim is to get 2 numbers with a difference of 45, or, at the end of 5 turns each, the student with a difference closest to 45.

• Variation 1: Use a hundred chart to assist mental calculations
  

• Variation 2: After creating the first two digit number, ask questions such as ‘What numbers would or wouldn’t like to draw next and why?

• Variation 3: Change the challenge to addition of two 2-digit numbers with the goal of being as close as possible to 100. Encourage students to use their knowledge of part-whole to ten to work out solutions

Task 5: Strategic part-part-whole thinking

Students investigate different ways to partition numbers

• Variation 1: Change the target number

Task 6: How might we?

Students use pencils to practice different grouping strategies

• Variation 1: Plan for a class party and determine how many packets of 10 items (such as cups, spoons) would be needed for the class, discussing how many would be left over.
  

Task 7: Addition and subtraction table patterns

Students roll 2 large 1 – 10 dice record their results on an 11 x 11 addition and subtraction grid.

Task 8: How can we represent that?

Students work out as many ways as possible to solve the problem 23 + 38

• Variation 1: Change the numbers used in the problem in order to examine the efficiency of different strategies

• Variation 2: Students to model all possible strategies they can think of and reflect upon the efficiency of each

The 2 digit numbers begin with 10. After ten, the next two-digit number is 11. Then 12, 13, 14, … etc. are two digit numbers.

We see, the digits, 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are placed gradually to the right of the digit 1. Thus, 10, 11, 12, 13, 14, 15, 16, 17, 18 and 19 are formed. Their number-names are ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen and nineteen.

These numbers i.e., from 10 to 19 may be demonstrated as follows:

After (19) nineteen, the next number is (20) twenty. In numbers 10 to 19 there is digit 1 of the left side of the number. In each number from 10 to 19, this one represents ten and the right side digit represents digit’s value. As in 17, 1 represents one ten and 7 represents seven. The number one ten and seven is called seventeen. 

In number 20, there are two tens. After 20 the numbers are 21, 22, 23, 24, 25, 26, 27, 28 and 29. In these numbers there is digit 2 towards the left of the numbers. This two represents twenty, i.e., 2 × 10 or two tens, while the right side digits represent their original values. In every two-digit number there are two places where the concerned digits are placed. One place is called one’s place. It is towards the right side. The other place is called ten’s place. It is towards the left side. The digit place at the right side, i.e., one’s place has its original value. The digit placed at the left side, i.e., ten’s place has its value ten times of its original value.

For example:

2nd Grade Math Practice

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