USING PLACE VALUE CHART TO HELP

LEARNERS IN BASIC 3 OF YERIEL BRACHA

SCHOOL TO UNDERSTAND THE PLACE VALUE IN

MATHEMATICS
 CHAPTER TWO

LITERATURE REVIEW

Overview

This chapter reviews existing literature pertinent to the research

questions guiding this study: the challenges learners face in understanding

two-digit multiplication through place value, the impact of place value

strategies on learners' understanding, and how these strategies influence

learners' accuracy and confidence in solving two-digit multiplication

problems.

Challenges Learners Face in Understanding Two-Digit Multiplication

Through Place Value

Many young learners struggle to understand two-digit multiplication

because they do not fully understand place value. Place value simply means

knowing that a digit’s value depends on where it is in the number. For

example, in the number 34, the 3 stands for 30 (three tens), not just three. But

some children just read it as “three” and “four” instead of “thirty-four.” This

small misunderstanding can cause bigger problems when solving mathematics

problems like multiplication (Mohiuddin, 2024).

When students move from adding or multiplying single-digit numbers

(like 4 × 3) to larger numbers (like 34 × 2), they often get confused. They do

not know how to break the number into tens and ones. For instance, if a

learner tries to solve 34 × 2, they might not realize that they should do (30 × 2)

+ (4 × 2). Instead, they may just multiply any numbers they see, which gives

them the wrong answer. This happens because they do not yet understand how

each digit’s position gives it a different value.

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 Many teachers try to help by drawing on the board or writing notes, but

sometimes this is not enough. Children often need to see and touch things to

understand better. Tools like base-ten blocks or place value charts are useful

because they show the value of each digit clearly. For example, a child can

build the number 34 using 3 rods (each rod representing 10) and 4 single

blocks (each block representing 1). This helps them see that 34 is made of 30

and 4. If they then want to multiply 34 by 2, they can double the rods and the

single blocks, making the idea of multiplication more real and understandable

(Candler, 2024).

Another difficulty comes from the way two-digit multiplication is

taught. Some methods, like the area model or grid method, need learners to

split numbers into parts. For example, in 23 × 12, the number 23 is broken into

20 and 3, and 12 into 10 and 2. Then each part is multiplied, and the answers

are added. This step-by-step method works well only if students understand

place value. If they do not know that 2 in 20 means twenty, the whole method

becomes confusing and full of mistakes (Sinclair & Baccaglini-Frank, 2016).

Some students also just try to memorize steps without understanding

what they are doing. For example, a learner might remember that in column

multiplication, you must “add a zero” on the second line — but they do not

know why. So when they see a different kind of question or a word problem,

they become confused. They are copying steps without knowing what each

step means.

This lack of understanding also makes learners lose confidence. If they

keep getting answers wrong, they may feel like they are not “good at

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mathematics,” even though the real issue is that they were never shown clearly

how numbers work.

Impact of Place Value Strategies on Learners' Understanding of Two-

Digit Multiplication

When children learn two-digit multiplication, they often struggle if

they do not understand the idea of place value. Place value helps them see that

numbers are made of parts like tens and ones. When teachers use different

strategies to show this, learners begin to understand what the numbers mean

and how they work together during multiplication.

One way teachers make this easier is by using base-ten blocks. These

are blocks that represent tens and ones, and sometimes hundreds. For example,

if a child is learning to multiply 32 by 2, the teacher can give the learner three

ten-rods and two-unit cubes. The learner then builds the number 32 using

these blocks. To multiply by 2, the learner just makes a second set of the same

blocks and then adds everything together. They count six ten-rods (60) and

four unit cubes (4), giving them the correct answer of 64. This hands-on

activity helps them understand that 3 in 32 means thirty, not just three, and this

makes the multiplication easier to follow (Disseler, 2024).

Another useful tool is the area model. This method splits numbers into

tens and ones, and shows how each part is multiplied separately. For example,

24 × 3 can be broken down into (20 × 3) and (4 × 3). The answers are then

added together: 60 + 12 = 72. This way, learners can see how each part of the

number is used. When this is drawn in a rectangle on paper or with cut-out

cards, it becomes more understandable for children who struggle with just

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numbers on a chalkboard. Instead of being overwhelmed by big numbers, they

deal with smaller, simpler ones.

The Concrete-Pictorial-Abstract (CPA) approach ties all these methods

together. It starts with real objects (concrete), then moves to drawings

(pictorial), and finally to number sentences (abstract). A teacher might begin a

lesson with base-ten blocks (concrete), then ask students to draw what they

built (pictorial), and later write the multiplication in number form like 30 × 2 +

4 × 2 (abstract). This way, learners can follow a natural path from what they

can see and touch to what they can only think about. According to Upu and

Bustang (2021), this method helps children build confidence because they are

not forced to jump into difficult symbols too early. They understand each step

better and are less likely to make mistakes.

Another important point is that children learn differently. Some

learners may quickly understand multiplication using pictures, while others

need to work with real objects for longer. That’s why teachers must use a

variety of place value strategies that meet the needs of all their learners.

Mohiuddin (2024) explains that when teachers adjust their lessons to match

the learning style of their students, those students do better in class and are

more interested in what they are learning.

Teachers might also use number charts or place value tables to help

learners break apart and rebuild numbers. For example, if a student is asked to

solve 56 × 4, they can write 56 in a place value chart to see it as 50 and 6.

Then they multiply 50 by 4 and 6 by 4, and add the answers. Seeing the

number 56 split into two parts helps them understand how to multiply

correctly. If they do not know how place value works, they may wrongly

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multiply 5 × 4 and 6 × 4 and just add the answers, thinking 5 means five

instead of fifty.

Some classrooms also use flashcards, arrow cards, and cut-outs to

build and separate numbers quickly. These activities are helpful for group

work and can be turned into games to make learning fun. For example, one

child might hold up a “40” card and another child a “5” card. Together, they

make 45. Then they ask a third child to multiply it by 3 using mental

mathematics or tools. This way, learning becomes active and involves

everyone.

All these strategies aim to give learners a deeper understanding of what

they are doing when they multiply. Rather than just remembering steps, they

understand why they are doing each step. They know that the 2 in 25 stands

for twenty, and this changes how they approach the question. When they

understand how each number is made, they can also check their work better

and explain their answers clearly.

When teaching is done with real examples and practical tools, learners

become more focused and start to enjoy mathematics lessons. They ask more

questions and make fewer mistakes because they can see how things work, not

just follow steps blindly. This kind of learning sticks with them and helps

them handle harder mathematics as they grow.

Influence of Place Value Strategies on Learners' Accuracy and

Confidence in Solving Two-Digit Multiplication Problems

When learners understand place value, they are more likely to solve

two-digit multiplication problems correctly. They also begin to feel more

confident in their ability to work with numbers. Many learners make fewer

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mistakes and become more focused when they are taught strategies that help

them understand how numbers are built and how each digit has a different

value depending on its position.

For instance, when a learner is given the problem 46 multiplied by 3,

they may not know where to begin if they do not understand place value.

Some learners might multiply 4 by 3 and then 6 by 3, and add the answers

without realising that the 4 represents forty, not just four. This leads to

incorrect results. However, when place value strategies are used, learners are

taught that 46 means 40 and 6. They can then multiply each part separately: 40

multiplied by 3 equals 120, and 6 multiplied by 3 equals 18. When the two

answers are added, they get 138, which is correct. This method of breaking

numbers into tens and ones helps reduce errors and makes the process more

manageable (Gray, 2024).

These strategies improve accuracy because they guide learners through

smaller steps. Instead of trying to solve the entire multiplication problem in

one go, learners deal with simpler parts. For example, to solve 72 multiplied

by 4, the number is split into 70 and 2. The learner can then multiply 70 by 4

and 2 by 4 separately, then add the results. This way of solving makes it easier

for them to keep track of their steps and avoid careless mistakes.

Place value strategies also make use of visual tools such as base-ten

blocks, number charts, or place value tables. These tools help learners see how

numbers are formed and how they can be multiplied. When a learner is given

base-ten blocks to model 35 multiplied by 2, they can build three ten-rods and

five single cubes. To double the amount, they simply add another set of blocks

and then count all of them. This visual and hands-on activity helps them see

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what is happening in the multiplication process (Candler, 2024). This reduces

anxiety and helps them feel more in control.

Visual aids also make the classroom more engaging. When learners

use tools to explore numbers instead of only copying from the chalkboard,

they pay more attention and are more motivated to learn. Some learners who

often avoid participating in mathematics lessons begin to speak up and take

part when they use materials that they can touch and move. These tools turn a

difficult lesson into an experience that learners can connect with.

In addition, using place value strategies supports learners in thinking

clearly and checking their work. When they understand what each digit

represents, they can recognise when an answer seems too high or too low. For

example, if a learner finds that 53 multiplied by 2 equals 106, they can double-

check by splitting 53 into 50 and 3. Then they multiply each part: 50 by 2

equals 100, and 3 by 2 equals 6. When added, the result is 106. This process

teaches learners to reflect and verify, which increases both accuracy and

confidence (Sinclair & Baccaglini-Frank, 2016).

The use of place value strategies also builds a positive attitude toward

learning mathematics. Learners who once felt afraid of making mistakes begin

to take risks and try to solve problems in new ways. Mohiuddin (2024)

explains that learners develop a growth mindset when they see that they can

improve through effort. When learners believe they can understand

mathematics by using strategies that make sense to them, they become more

willing to keep trying, even when the problems become harder.

Instead of relying only on memorisation, learners begin to explain their

reasoning. They may say things like, “I multiplied 40 by 3 and then added 5

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by 3,” which shows that they understand each step. This ability to explain

shows that the learner is no longer guessing, but thinking through the problem

carefully.

As learners use place value strategies more often, they gain both

accuracy in their calculations and confidence in their ability to solve two-digit

multiplication problems.

Summary of Literature Review

Many learners in Basic Three find it hard to understand two-digit

multiplication because they do not fully understand place value. They often

see each digit as a separate number rather than as part of a whole. This

confusion leads to mistakes when multiplying. Learners may also try to follow

steps by memory without knowing why the steps are needed, which causes

even more errors.

Teachers have found that using place value strategies helps learners

understand better. When children use tools like base-ten blocks, number

charts, or drawings, they can see how numbers are made of tens and ones. This

makes multiplication easier because they can break numbers apart and

multiply each part. These strategies are more helpful than just writing on the

board or asking learners to copy notes.

As learners begin to understand the meaning behind numbers, they

make fewer mistakes and feel surer of themselves. They are more willing to

try and less afraid of getting the answer wrong. Using these strategies also

makes lessons more interesting and keeps learners involved. Over time, these

methods help build not just skills but also confidence, and support learners in

solving bigger problems in the future.

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 REFERENCES

Mohiuddin, S. F. (2024). Teaching Place Value — Challenges and Solutions.

Differentiation for Excellence. This article discusses the difficulties

learners face in understanding place value and offers strategies to

overcome these challenges.

Candler, L. (2024). Exploring 2-Digit Multiplication with Base Ten Blocks.

Laura Candler's Teaching Resources. This resource provides practical

activities for teaching two-digit multiplication using base-ten blocks.

Sinclair, N., & Baccaglini-Frank, A. (2016). Digital Technologies In The

Early Primary School Classroom. arXiv. This paper explores the role

of digital technologies in teaching mathematics to young learners.

Gray, S. (2024). Effective Strategies to Teach Multi-Digit Multiplication.

Shelley Gray Teaching. This article outlines effective methods for

teaching multi-digit multiplication to students.

Upu, H., & Bustang. (2021). Constructivism versus Cognitive Load Theory: In

Search for an Effective Mathematics Teaching. arXiv. This study

compares constructivist approaches with cognitive load theory in

mathematics education.

Candler, L. (2024). Exploring 2-Digit Multiplication with Base Ten Blocks.

Laura Candler's Teaching Resources. Retrieved from

[Link]

Gray, S. (2024). Effective Strategies to Teach Multi-Digit Multiplication.

Shelley Gray Teaching. Retrieved from

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 [Link]

multiplication/

Mohiuddin, S. F. (2024). Teaching Place Value — Challenges and Solutions.

Differentiation for Excellence. Retrieved from

[Link]

value-challenges-and-solutions-7fee01354f35

Sinclair, N., & Baccaglini-Frank, A. (2016). Digital Technologies In The

Early Primary School Classroom. arXiv. Retrieved from

[Link]

Upu, H., & Bustang. (2021). Constructivism versus Cognitive Load Theory: In

Search for an Effective Mathematics Teaching. arXiv. Retrieved from

[Link]

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