N27 · Library-card guideYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N27

Id

N27

Original component

C-later-Q3

Target criterion

Orders 260, 602, 620 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Library-card guide

Source

Fictional label quantities: Library-card guide. First card: 427 labels. Second card: 472 labels. Third card: 724 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

Order all three quantities from least to greatest and explain one checking reason.

Teacher moves

Use all three whole quantities from Library-card guide, with labels as their common unit. Compare each pair from the highest differing place; place the least card first, the middle next and greatest last. Explain why the middle quantity is above one and below the other. A table or words can replace physical card moving.

Worked possible response

Least to greatest: 427, 472, 724. 427 = 4 hundreds + 2 tens + 7 ones = 400 + 20 + 7. 472 = 4 hundreds + 7 tens + 2 ones = 400 + 70 + 2. 724 = 7 hundreds + 2 tens + 4 ones = 700 + 20 + 4.

Guided source

Fictional label quantities: Library-card guide—new guided cards. First card: 546 labels. Second card: 564 labels. Third card: 654 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

Order all three quantities from least to greatest and explain one checking reason.

Guided staff possible response

Least to greatest: 546, 564, 654. 546 = 5 hundreds + 4 tens + 6 ones = 500 + 40 + 6. 564 = 5 hundreds + 6 tens + 4 ones = 500 + 60 + 4. 654 = 6 hundreds + 5 tens + 4 ones = 600 + 50 + 4.

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

Orders all three full quantities correctly and explains the middle relation.

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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