N14 · Paper-folder quantities
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
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.
Values
532
523
352
Alternative first parts
4
13
2
Claim
Models
532 = 5 hundreds + 3 tens + 2 ones = 500 + 30 + 2.
523 = 5 hundreds + 2 tens + 3 ones = 500 + 20 + 3.
352 = 3 hundreds + 5 tens + 2 ones = 300 + 50 + 2.
Ordered
352
523
532
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
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.
Values
462
426
246
Alternative first parts
3
16
2
Claim
Models
462 = 4 hundreds + 6 tens + 2 ones = 400 + 60 + 2.
426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6.
246 = 2 hundreds + 4 tens + 6 ones = 200 + 40 + 6.
Ordered
246
426
462
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
Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.