Repack the same quantityYear 2 Maths · T2 W13–14 · Teacher · Teacher / Day 68

Useful outcome

Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.

Start with actual learning

Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Whole ordinary source

Fictional quantity card set: One whole, two bundle descriptions. First card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds, 10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Different guided try

Fictional quantity card set: New same-quantity bundles. First card states 504 labels; second card states 540 labels; third card states 405 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The alternative 4 hundreds,10 tens,4 ones has the same total as 504. The task is to represent, compare or order these stated quantities and give a checking reason.

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

A flexible teaching session

1. 0–3 Name the useful job and receive a first own idea from the whole ordinary source.
2. 3–9 On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.
3. 9–15 Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.
4. 15–22 Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.
5. 22–25 Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.
6. 25–29 Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

These are unpiloted adjustable timings. Choose one route; a shorter offer, rest or return is welcome.

Choice · One whole, two bundle descriptions

Fictional quantity card set: One whole, two bundle descriptions. First card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds, 10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

1. Receive a first idea with no supplied solution.
2. Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

• Open this learner route

Choice · Repack without changing the whole

Fictional quantity card set: Repack without changing the whole. First card states 632 labels; second card states 623 labels; third card states 362 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 632 is 5 hundreds,13 tens and 2 ones. The task is to represent, compare or order these stated quantities and give a checking reason.

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

1. Receive a first idea with no supplied solution.
2. Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

• Open this learner route

Choice · Another bundle identity

Fictional quantity card set: Another bundle identity. First card states 408 labels; second card states 480 labels; third card states 804 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied model 3 hundreds,10 tens,8 ones represents 408. The task is to represent, compare or order these stated quantities and give a checking reason.

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

1. Receive a first idea with no supplied solution.
2. Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

• Open this learner route

Notice and teach next

Renames a hundred as one ten or loses ten units during an exchange. Show 10 tens=100 and keep both full descriptions.

Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.