Goal: collect an unfamiliar sample of representation and ordering through 120, then choose reteaching. Prepare: Day 30 cards, chart/line and manipulatives, Check 2 kept separate.
- Notice, 3: Present the three fictional contexts without their totals. Ask which could be greater than 110 and how a model might show it. Withhold answers until learners justify them.
- Model, 5: Use unrelated 92: nine strips + two singles, numeral 92, between 90 and 100 on the line. Model a full sentence or AAC sequence: “I know it is less than 100 because…”. Do not model Check 2's numbers.
- Guided, 8: Cards A/B/C show 97, 109, 115. Learners choose two to represent and locate, then order all three. Ask them to explain which has a hundred and which has a separate ten. Key: 97 < 109 < 115.
- Independent, 6: Give fresh Check 2. Note independent mathematical explanation separately from adult reading, tactile access, chart use and conceptual prompts. Save the first response.
- Exit, 3: Ask for a number one less than 120 and one reason it is less. Key: 119; it lacks one loose one before the trade to another ten. Use individual evidence to choose the next lesson; reaching 120 today does not establish the whole Year 1 achievement standard.
Reuse: Original lesson scripts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Scope and checks.