Year 2 Maths · Term 2 · Weeks 13–14

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A regrouping flip guideYear 2 Maths · T2 W13–14 · Projects / X08

Make a two-view flip/fold or equivalent tactile/oral regrouping guide that demonstrates two declared groupings of the same whole, with fixed 100/10/1 values, named zero places and a replayable value-preserving exchange.

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

Whole launch source

Fictional quantity cards: Story-sticker packs. First 406 labels; second 460 labels; third 604 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-view flip guide, a separate supplied grouping for 406 is 3 hundreds, 10 tens and 6 ones. Each hundred has value 100, each ten value 10 and each one value 1. Compare this grouping with the standard description of the same 406; retain the other two quantity cards for the stated ordering check.

Make a flip/fold guide or a paired spoken/tactile description for 406. Label the standard and the supplied alternative grouping with their fixed unit values. Show an explained exchange that keeps the whole unchanged; keep zero places named and the original three-card ordering available.

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. Make two connected paper faces or equivalent paired tactile/oral/AAC views for the first supplied quantity. Name hundreds, tens and ones on each, including zero places. Keep the whole numeral and fixed 100/10/1 unit values visible or spoken.
  4. Direct an actual manual exchange of ten tens for one hundred, or one hundred for ten tens in reverse. Recount the represented whole on both views and retain the original three-card ordering. Record only a willing reader’s actual permitted feedback; a planned check stays 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

406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Least to greatest: 406, 460, 604. Compare from the highest differing place; a last digit alone cannot override an earlier place. The supplied alternative is 406 = 3 hundreds + 10 tens + 6 ones = 300 + 100 + 6. A complete flip guide labels one view 4 hundreds, 0 tens and 6 ones, and its other view 3 hundreds, 10 tens and 6 ones. Both views show the whole 406. Exchange ten tens for one hundred to return to the standard view; keep every one and the zero-ten label. In the reverse direction, exchange exactly one hundred for ten tens, then check the same whole value. Use two folded paper faces, two labelled cards, tactile bundle labels or paired spoken/sign/AAC accounts; a helper moves or scribes only as directed. A useful reader check compares the whole and every fixed-value group, not how many pieces of paper are visible.

A complete different guided try

Fictional quantity cards: Story-sticker packs — separate later cards. First 603 labels; second 630 labels; third 306 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-view flip guide, a separate supplied grouping for 603 is 5 hundreds, 10 tens and 3 ones. Each hundred has value 100, each ten value 10 and each one value 1. Compare this grouping with the standard description of the same 603; retain the other two quantity cards for the stated ordering check.

Make a flip/fold guide or a paired spoken/tactile description for 603. Label the standard and the supplied alternative grouping with their fixed unit values. Show an explained exchange that keeps the whole unchanged; keep zero places named and the original three-card ordering available.

603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3. 630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0. 306 = 3 hundreds + 0 tens + 6 ones = 300 + 0 + 6. Least to greatest: 306, 603, 630. Compare from the highest differing place; a last digit alone cannot override an earlier place. The supplied alternative is 603 = 5 hundreds + 10 tens + 3 ones = 500 + 100 + 3. A complete flip guide labels one view 6 hundreds, 0 tens and 3 ones, and its other view 5 hundreds, 10 tens and 3 ones. Both views show the whole 603. Exchange ten tens for one hundred to return to the standard view; keep every one and the zero-ten label. In the reverse direction, exchange exactly one hundred for ten tens, then check the same whole value. Use two folded paper faces, two labelled cards, tactile bundle labels or paired spoken/sign/AAC accounts; a helper moves or scribes only as directed. A useful reader check compares the whole and every fixed-value group, not how many pieces of paper are visible.

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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