Goal: order 51–70 and show both quantity and numeral, using a fresh example. Prepare: Day 15 A/B/C cards, chart, learner Check 1 kept face down until the independent step.
- Notice, 3: Contrast 59 and 61. Ask what happens at the decade boundary; do not rely on the spoken rhyme of “sixty.”
- Model, 5: Build 53 and 63, pair five tens, then notice 63 has one more full ten even though both end in 3. Model an explanation in objects, numerals and words.
- Guided, 8: Use the A/B/C cards (museum 53, classroom plan 61, festival poster 68). Learners build or sketch then order 53, 61, 68. Ask a different child to challenge one adjacency with a chart cell and a model.
- Independent, 6: Give the fresh Check 1 sheet. Read it exactly once or provide the accessible text; do not display the teacher key. Accept a chart for locating, but note whether the tens/ones representation was independent.
- Exit, 3: Collect a representation and one reason for 68 > 61. Key: same six tens, seven more ones. Choose Monday's entry activity from the individual check pattern; a learner needing the exchange at 60 should see it concretely before 71.