Pick one card in class when your teacher asks. The other two are genuinely different ways to practise later or at home; you do not have to finish all three. You may move a counter, point, draw arrows/groups, say your thinking, type it, use AAC or ask an adult to write exactly what you say. An adult may read the words. These places and quantities are imagined for practice.
Map A · the made-up shared hub
Hold the page with this title at the top. Columns go A B C D from left to right. Rows go 1 2 3 4 from top to bottom. One move is to the next square; no diagonal move. “Up” always means toward the page top, even if you are sitting another way.
| Row ↓ / Column → | A | B | C | D |
|---|---|---|---|---|
| 1 | reading nook | art cart | water point | quiet table |
| 2 | puzzle shelf | open mat | handwash | plant |
| 3 | book returns | build table | doorway | help desk |
| 4 | coat hooks | garden tray | display | recycling |
Put a paper dot in the start square; move it after each instruction. If you draw a route, mark start, arrows and finish. Different correct routes may exist.
Day 11 · Find it again
- A · library search. Give the column-and-row labels for puzzle shelf and display. Show how you found one of them.
- B · water stop. Find water point. What is its label? What place is directly one square to its right? Give that label too.
- C · a row is not enough. Choose two different places in row 3. Tell a friend each place and its full label. Explain why just “row 3” would not let them find one place.
Day 12 · Move in order
- A · from the mat. Start at B2. Move right one, then down one. Draw both arrows. Where do you finish?
- B · from the help desk. Start at D3. Move left one, left one, then up one. Show every square you enter. Where do you finish?
- C · from the coat hooks. Start at A4. Move up one, up one, then right one. Which place is at the finish? Say the moves back to the start if you can.
Day 13 · Test my route
- A · build delivery. Start at the build table, B3. Write, say or place arrows for a route to the help desk, D3. Give your route to someone else to test.
- B · refill notice. Start at the water point, C1. Make a route to the display, C4. Include the start and finish labels. Ask a partner to follow it exactly.
- C · sorting tray. Start at recycling, D4. Make a route of four moves to the open mat, B2. Test it; if your four moves do not reach B2, keep your first route and revise it.
Day 14 · Make it clear
- A · which table? A note says, “Go to the table.” You want a friend starting at C1 to reach the quiet table. Rewrite the note with a start, exact move and finish.
- B · a mistaken art route. A note says, “Start A1. Move right one. Finish at the water point.” Trace it. Which place do those moves actually reach? Repair the moves while keeping start A1 and finish at the water point.
- C · garden tray. A note says, “Start D4. Move left one. Finish at the garden tray.” Test it and repair the direction so it ends at the garden tray. Keep both versions.
Day 15 · Later practice, after the check
- A · label and route. Name the labels for art cart and handwash, then give any testable route between them.
- B · a different route. Start at the display, C4. Make a route to the plant, D2. Mark every square and ask a follower to test it.
- C · editor. Invent one unclear sentence for someone using Map A, then make it clear with a start, steps and finish. Ask a second person whether your new sentence works.
Week 4 · Groups that keep the same total
H means hundreds, T means tens, and O means ones. One hundred can be exchanged for ten tens. One ten can be exchanged for ten ones. Make groups with paper, bundles or drawings, then write a number sentence to check the total. You may say the full words instead of using H, T and O.
Day 16 · One hundred becomes ten tens
- A · reading tickets. A pretend reading festival has 246 tickets. Show hundreds, tens and ones. Open one hundred into ten tens and record the new grouping. How can you check the amount is still 246?
- B · garden tags. A garden team made 372 pretend tags. Make the usual grouping, then open one hundred. Draw or move the groups and explain what stayed the same.
- C · art tiles. A maker has 158 paper tiles. Show the usual grouping. Open the hundred. Tell a partner how many tens and ones there are now, and prove the total.
Day 17 · Zero keeps a place
- A · museum cards. A pretend museum box is labelled 405. Show what each digit tells about hundreds, tens and ones. Open one hundred and describe a new grouping.
- B · sports bibs. A fictional sports club has 506 numbered paper bibs. Which place has zero groups? Open one hundred into tens and prove the total.
- C · parcel labels. A sorting table has 450 labels. Show its zero place. Open one ten into ones and describe the new grouping. Which digit is in the usual ones place?
Day 18 · One ten becomes ten ones
- A · wildlife picture cards. A class has 372 pretend picture cards. Show the usual groups. Open one ten into ten ones and check both totals.
- B · recipe picture cards. A cooking display has 324 illustrated recipe cards. Show the usual groups, then open one ten. Explain why the total has not changed.
- C · library labels. There are 472 blank labels. A helper says, “I can have more loose labels if I open a ten-pack.” Show the new grouping and how to check it.
Day 19 · Choose a useful grouping
- A · art-store tags. A pretend art store has 284 tags. Show the usual groups and a second grouping with more ten-packs. Which grouping would make ten-packs easy to hand out? Explain.
- B · festival posters. A printer has 407 pretend posters. Show two different true groupings. One must use more tens than the usual grouping. Explain the zero in 407.
- C · classroom materials. A cupboard has 530 blank cards. Show the usual groups and another grouping with ten loose cards. Explain why both descriptions name 530.
Day 20 · Later practice, after the check
- A · seed labels. Show 351 as usual groups. Open a hundred, then open a ten. Record each grouping separately and check the quantity.
- B · museum entry cards. Show 620 as usual groups. Find a second true grouping with more tens. Explain what zero does in the usual numeral.
- C · sports stickers. Show 278 in two different groupings. Choose any exchange you can prove with objects, a drawing or a number sentence.
After a try: Ask yourself: Can another person locate the square or count the groups using only what I recorded? If not, add the missing start, step, label or check. Your teacher can help choose the next practice card.