N14 · Paper-folder quantitiesYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N14

Id

N14

Original component

D-first-Q2

Target criterion

Correctly compares 507 and 570, reporting 570 as greater and explaining the highest place where their values differ.

New job title

Paper-folder quantities

Source

Fictional label quantities: Paper-folder quantities. First card: 532 labels. Second card: 523 labels. Third card: 352 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 4 hundreds, 13 tens and 2 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

Invitation

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

Teacher moves

Read both complete quantities on Paper-folder quantities. First recover the value of the non-standard first model. 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

532 is greater. 532 = 5 hundreds + 3 tens + 2 ones = 500 + 30 + 2. 523 = 5 hundreds + 2 tens + 3 ones = 500 + 20 + 3.

Guided source

Fictional label quantities: Paper-folder quantities—new guided cards. First card: 462 labels. Second card: 426 labels. Third card: 246 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 3 hundreds, 16 tens and 2 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

Guided invitation

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

Guided staff possible response

462 is greater. 462 = 4 hundreds + 6 tens + 2 ones = 400 + 60 + 2. 426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6.

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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