In this paper we report on two assessment tasks extracted from a larger study. The tasks involved number-line placements on two different number lines (0-to-10 and 0-to-20) and place-value understanding. Participants were 119 children from four different classes (Years 1-3). Children's placements were more accurate on the 0-to-20 than the 0-to-10 number line but many found midpoint placements difficult. Children with good place-value understanding were better than their peers at making accurate number-line placements. The findings have implications for practitioners in making more explicit the connections between number and space. [This project was made possible by funding from the Teaching and Learning Research Initiative [TLRI] through the New Zealand Council for Educational Research.]