Year 2 Maths · Term 2 · Weeks 13–14

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A boundary number-line bookletYear 2 Maths · T2 W13–14 · Projects / X07

Make a labelled number-line booklet or equivalent two-panel oral/tactile guide that helps a reader locate the supplied quantities, use equal intervals and check the stated 999-to-1000 boundary.

15–30 adjustable minutes or several short offers; optional project, not required homework.

Whole launch source

Fictional quantity cards: Sound-word index. First 890 labels; second 900 labels; third 910 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order. For a two-page boundary booklet, the first page uses five equally spaced ticks labelled 880,890,900,910,920 from left to right, each interval worth ten labels. The separate boundary page uses equally spaced one-label ticks 998,999,1000. Compare 999 with 1000 and explain what changes when one label is added to 999; this is a supplied mathematical representation, not counted real stock.

Make a two-page number-line booklet, or two spoken/tactile panels. Place all three supplied quantity cards on the first labelled line, where each interval represents ten labels; use the second line, where each interval represents one label, to explain the 999-to-1000 boundary. Give a complete source-based checking reason.

Make your useful thing

  1. Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.
  2. Receive own source-specific route or representation before adult worked support.
  3. Build two paper pages, two tactile panels or two dictated/AAC descriptions. Page one has the complete given equal-interval line and each supplied card position; page two has the declared 998/999/1000 line. Keep the learner’s first marks or words before the staff product.
  4. Check equal spacing and the value of one interval on page one. On page two manually represent 999, add one unit and direct each value-preserving exchange. A willing reader may replay these precise steps; record only actual permitted feedback, otherwise keep the test proposed.
  5. Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.
Adult teaching after the own try

890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0. 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0. 910 = 9 hundreds + 1 ten + 0 ones = 900 + 10 + 0. Least to greatest: 890, 900, 910. Compare from the highest differing place; a last digit alone cannot override an earlier place. A complete first number-line page has equally spaced ticks 880, 890, 900, 910, 920. They bound four ten-label intervals. The supplied cards 890, 900, 910 are at the second, third and fourth ticks. A reader can move one interval and see the change of ten labels. The separate boundary page has ticks 998, 999, 1000: two one-label intervals. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required. Keep both pages/panels labelled with the whole source and fixed unit; oral directions, tactile tick labels or exact directed scribing can carry the same information.

A complete different guided try

Fictional quantity cards: Sound-word index — separate later cards. First 790 labels; second 800 labels; third 810 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order. For a two-page boundary booklet, the first page uses five equally spaced ticks labelled 780,790,800,810,820 from left to right, each interval worth ten labels. The separate boundary page uses equally spaced one-label ticks 998,999,1000. Compare 999 with 1000 and explain what changes when one label is added to 999; this is a supplied mathematical representation, not counted real stock.

Make a two-page number-line booklet, or two spoken/tactile panels. Place all three supplied quantity cards on the first labelled line, where each interval represents ten labels; use the second line, where each interval represents one label, to explain the 999-to-1000 boundary. Give a complete source-based checking reason.

790 = 7 hundreds + 9 tens + 0 ones = 700 + 90 + 0. 800 = 8 hundreds + 0 tens + 0 ones = 800 + 0 + 0. 810 = 8 hundreds + 1 ten + 0 ones = 800 + 10 + 0. Least to greatest: 790, 800, 810. Compare from the highest differing place; a last digit alone cannot override an earlier place. A complete first number-line page has equally spaced ticks 780, 790, 800, 810, 820. They bound four ten-label intervals. The supplied cards 790, 800, 810 are at the second, third and fourth ticks. A reader can move one interval and see the change of ten labels. The separate boundary page has ticks 998, 999, 1000: two one-label intervals. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required. Keep both pages/panels labelled with the whole source and fixed unit; oral directions, tactile tick labels or exact directed scribing can carry the same information.

Make it yours

  1. Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.
  2. Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.
  3. Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

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