# Art-kit index ## Id N13 ## Original component D-first-Q1 ## Target criterion The full model [4, 10, 7] gives 507; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted. ## New job title Art-kit index ## Source Fictional label quantities: Art-kit index. First card: 614 labels. Second card: 641 labels. Third card: 416 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 11 tens and 4 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open. ## Mathematical data ### Source Fictional label quantities: Art-kit index. First card: 614 labels. Second card: 641 labels. Third card: 416 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 11 tens and 4 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open. ### Values - 614 - 641 - 416 ### Alternative first parts - 5 - 11 - 4 ### Claim ### Models - 614 = 6 hundreds + 1 ten + 4 ones = 600 + 10 + 4. - 641 = 6 hundreds + 4 tens + 1 one = 600 + 40 + 1. - 416 = 4 hundreds + 1 ten + 6 ones = 400 + 10 + 6. ### Ordered - 416 - 614 - 641 ## Invitation Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping. ## Teacher moves On separate work for Art-kit index, name one hundred as ten tens and one ten as ten ones. Unpack one hundred into ten tens in the whole alternative model; recount value rather than number of drawn symbols. Restore the standard grouping and verify the whole remains equal. Let the learner explain a different complete representation before recording help. ## Worked possible response 5 hundreds + 11 tens + 4 ones = 500 + 110 + 4 = 614; 614 = 6 hundreds + 1 ten + 4 ones = 600 + 10 + 4. ## Guided source Fictional label quantities: Art-kit index—new guided cards. First card: 715 labels. Second card: 751 labels. Third card: 517 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 11 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open. ## Guided data ### Source Fictional label quantities: Art-kit index—new guided cards. First card: 715 labels. Second card: 751 labels. Third card: 517 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 11 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open. ### Values - 715 - 751 - 517 ### Alternative first parts - 6 - 11 - 5 ### Claim ### Models - 715 = 7 hundreds + 1 ten + 5 ones = 700 + 10 + 5. - 751 = 7 hundreds + 5 tens + 1 one = 700 + 50 + 1. - 517 = 5 hundreds + 1 ten + 7 ones = 500 + 10 + 7. ### Ordered - 517 - 715 - 751 ## Guided invitation Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping. ## Guided staff possible response 6 hundreds + 11 tens + 5 ones = 600 + 110 + 5 = 715; 715 = 7 hundreds + 1 ten + 5 ones = 700 + 10 + 5. ## 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 Recovers the same whole from all non-standard groups and verifies an equivalent standard model. ## 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 Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.