Goal: transfer representations and ordering across 91–110, then collect a fresh sample. Prepare: Day 25 cards, strips/square/singles, chart, Check 1 face down.
- Notice, 3: Show 99 and 100 as models. Ask whether the new hundreds digit represents a new piece or the same ten-tens amount bundled.
- Model, 5: Make 102 with a hundred and two singles and with ten strips and two singles. Put it beside 98. Say/show that 102 has a full hundred, while 98 does not. Do not model the check numbers.
- Guided, 8: Cards A/B/C give 93, 100 and 106. Learners build any two, order all three from their structures, and challenge one adjacency with chart location and quantity. Key: 93 < 100 < 106.
- Independent, 6: Give Check 1 and preserve the first response. Read the prompt or provide a tactile/large version without supplying place-value hints. Record which representation was independent.
- Exit, 3: Ask for one fact that helped order 93 and 106. Key: 106 contains a full hundred while 93 does not. Plan Day 26's entry from the check: if 99→100 is uncertain, reteach exchange before adding the 110s.