In pairs, one partner uses an apparatus such as an abacus or Cuisenaire rods to demonstrate a number. The other participant creates the displayed number. Students will need previous knowledge of applying a place value for each material. With an abacus each row of beads represents a group of numbers or a unit and can be allocated a value such as ones, tens or hundreds. Also with Cuisenaire rods, the basic building blocks of numbers can be represented by each block. The cards would detail the literal demonstration.
In a small group, have students read a riddle or clue and create numbers using the number cards. For example: three digits, zero ones, two tens, and three hundreds. The students would make 320 with the available cards. Be sure to provide multiple sets of cards for each place value units according to the number of students per group. Have the students switch roles to author their own riddles. Use the riddles for group discussion and to review place value.
With a partner, for beginner place-value learning, use die to roll or domino pieces to create two-digit numbers with cards. In addition, let students decide who goes first by determining who the youngest player is. If children are the same age, then decide who the youngest is by birthdays. A variation with individual cubes is to have a student flash a two-digit number card and then a partner creates the number with cubes.
Students find a card with the value described. Scatter cards around the room in plain sight for students to find a number that has the assigned value. The number doesn't have to be the same, but the correct amount in the given unit. For example, if you call out "five ones" then students have to find a number that has five ones such as 15 or 5. Extend the hunt to objects in the room that are in sets reflected on the cards such as "2" trash cans or "10" chairs.