This classroom-based action research identified the proficiency level of two groups of participants, the control and manipulative, the significant difference between their pretest and posttest results, and confidence levels in answering their test before and after the discussion. A total of 30 pupils participated, and a Gamified Place Valuing Tool was developed and used as an intervention. The quasi-experimental research methodology was used. Frequency, percentages, mean, standard deviation, and dependent and independent t-value were used to analyze the data at a 0.05 level of significance. The results revealed that the proficiency level of the manipulative group improved by at least 58% in their posttest after using the innovation, while the control group who did not use the innovation improved their performance in posttests by at least 41%. The results also exposed a significant difference between the pretest results, with a mean of 3.60 for the manipulative group and 2.13 for the control group. Meanwhile, the study also revealed a significant difference in the posttest of the manipulative with a recorded mean of 9.40 and the control group with a mean of 6.20. The results showed that the manipulative group was more confident in answering their posttest than the pretest after the discussion using the innovation, with a recorded mean of 4.19 and 3.07, respectively. This data implies that the use of Gamified Place Valuing Tool improves the proficiency level of the manipulative group than the control group and their confidence level. This means that the use of innovation affects and helps the learning and understanding skills of the pupils in Mathematics – specifically in place valuing.