# Repack the same quantity Current generated source edition; original unpiloted timing and teaching limits remain. ## Day 68 ## Title Repack the same quantity ## Focus Standard/non-standard groups preserve the total ## Codes - AC9M2N01 - AC9M2N02 ## Purpose Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities. ## Entry 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. ## Materials 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. ## Complete 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. ## First invitation Make a useful quantity guide. Keep the whole quantity and the value of each digit clear. ## Full teacher model 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges. ## Guided source 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. ## Guided invitation Make a useful quantity guide. Keep the whole quantity and the value of each digit clear. ## Guided staff possibility 504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. 540 = 5 hundreds + 4 tens + 0 ones = 500 + 40 + 0. 405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. Ascending order is 405, 504, 540. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 504 = 4 hundreds + 10 tens + 4 ones = 400 + 100 + 4. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 4 ones. This gives the standard 5 hundreds, 0 tens and 4 ones. Both descriptions have the whole value 504; zero tens is a named place, not a missing unit. ## Six moves #### Minutes 0–3 #### Action Name the useful job and receive a first own idea from the whole ordinary source. #### Minutes 3–9 #### Action On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account. #### Minutes 9–15 #### Action Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints. #### Minutes 15–22 #### Action Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed. #### Minutes 22–25 #### Action Receive one fresh component from an eligible neutral family or a new changed full source before its staff model. #### Minutes 25–29 #### Action Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable. ## Routes #### Id D68-R1 #### Title One whole, two bundle descriptions #### 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. #### Purpose Make a useful quantity guide. Keep the whole quantity and the value of each digit clear. #### Moves - Receive a first idea with no supplied solution. - Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts. - Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed. - Keep one useful guide and one checking sentence. A proposed reader test stays proposed. #### After own staff possibility 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges. #### Different try Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer. #### Optional access 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. #### Id D68-R2 #### Title Repack without changing the whole #### Source 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. #### Purpose Make a useful quantity guide. Keep the whole quantity and the value of each digit clear. #### Moves - Receive a first idea with no supplied solution. - Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts. - Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed. - Keep one useful guide and one checking sentence. A proposed reader test stays proposed. #### After own staff possibility 632 = 6 hundreds + 3 tens + 2 ones = 600 + 30 + 2. 623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3. 362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2. Ascending order is 362, 623, 632. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 632 = 5 hundreds + 13 tens + 2 ones = 500 + 130 + 2. Exchange ten tens for one hundred: 5 hundreds and 13 tens become 6 hundreds and 3 tens; keep both ones. This gives the standard 6 hundreds, 3 tens and 2 ones. Both descriptions have the whole value 632. The three unexchanged tens must remain; do not discard their value. #### Different try Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer. #### Optional access 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. #### Id D68-R3 #### Title Another bundle identity #### Source 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. #### Purpose Make a useful quantity guide. Keep the whole quantity and the value of each digit clear. #### Moves - Receive a first idea with no supplied solution. - Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts. - Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed. - Keep one useful guide and one checking sentence. A proposed reader test stays proposed. #### After own staff possibility 408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8. 480 = 4 hundreds + 8 tens + 0 ones = 400 + 80 + 0. 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. Ascending order is 408, 480, 804. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 408 = 3 hundreds + 10 tens + 8 ones = 300 + 100 + 8. Exchange ten tens for one hundred: 3 hundreds and 10 tens become 4 hundreds and 0 tens; keep all 8 ones. This gives the standard 4 hundreds, 0 tens and 8 ones. Both descriptions have the whole value 408. Keep the zero-ten label and verify every represented unit. #### Different try Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer. #### Optional access 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. ## Misconception Renames a hundred as one ten or loses ten units during an exchange. Show 10 tens=100 and keep both full descriptions. ## Review 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. ## Held offer An eligible single neutral component may inform teaching; completing every held source is unnecessary. ## Next teaching Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open. ## Own blank ### Job ### Source known ### Goal ### Model ### Method ### Result ### Check ## Status Dated original planning status (13 October2026): Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.