N10 · Reading-label planYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N10

Id

N10

Original component

C-first-Q2

Target criterion

Correctly compares 304 and 340, reporting 340 as greater and explaining the highest place where their values differ.

New job title

Reading-label plan

Source

Fictional label quantities: Reading-label plan. First card: 415 labels. Second card: 451 labels. Third card: 514 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Invitation

Compare the first and second whole quantities and explain the highest differing place.

Teacher moves

Read both complete quantities on Reading-label plan. Name the hundreds, tens and ones in both numerals. Compare the highest place whose value differs; lower-place digits cannot override it. Model a checking reason, then receive a different pair without the earlier comparison answer.

Worked possible response

451 is greater. 415 = 4 hundreds + 1 ten + 5 ones = 400 + 10 + 5. 451 = 4 hundreds + 5 tens + 1 one = 400 + 50 + 1.

Guided source

Fictional label quantities: Reading-label plan—new guided cards. First card: 628 labels. Second card: 682 labels. Third card: 826 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Guided invitation

Compare the first and second whole quantities and explain the highest differing place.

Guided staff possible response

682 is greater. 628 = 6 hundreds + 2 tens + 8 ones = 600 + 20 + 8. 682 = 6 hundreds + 8 tens + 2 ones = 600 + 80 + 2.

Receive own steps

Read/hear the whole new source and name the actual requested job.

Receive the learner’s own idea in their usual communication before the staff response.

Teach the precise relationship using the separate complete model; name mathematical hints.

Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Reports the correct greater whole and a highest-differing-place reason.

Observe and next

Record the exact relationship available in the response and the help, leaving absent evidence open. If it is missing, repeat that same relationship on a smaller complete source. If secure, change the scene/quantity or representation explicitly; do not infer annual mastery.

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

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