# Hundreds and tens on a game label ## Id N28 ## Original component C-later-Q4 ## Target criterion Rejects equal value from matching digit sets: 620 and 602 assign tens/ones different values and are unequal. ## New job title Hundreds and tens on a game label ## Source Fictional label quantities: Hundreds and tens on a game label. First card: 705 labels. Second card: 750 labels. Third card: 570 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “705 and 750 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ## Mathematical data ### Source Fictional label quantities: Hundreds and tens on a game label. First card: 705 labels. Second card: 750 labels. Third card: 570 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “705 and 750 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ### Values - 705 - 750 - 570 ### Alternative first parts Not supplied. ### Claim 705 and 750 have the same value because both use three digits. ### Models - 705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5. - 750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0. - 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. ### Ordered - 570 - 705 - 750 ## Invitation Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid. ## Teacher moves Read the actual helper claim in Hundreds and tens on a game label. Build the complete place values before deciding. Contrast digit length with whole numerical value; show which place differs and why the two actual quantities are unequal. Do not reward agreement with a teacher without the checking evidence. ## Worked possible response Three-digit length alone does not establish equal quantity: 705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5. 750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0. ## Guided source Fictional label quantities: Hundreds and tens on a game label—new guided cards. First card: 804 labels. Second card: 840 labels. Third card: 408 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “804 and 840 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ## Guided data ### Source Fictional label quantities: Hundreds and tens on a game label—new guided cards. First card: 804 labels. Second card: 840 labels. Third card: 408 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “804 and 840 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ### Values - 804 - 840 - 408 ### Alternative first parts Not supplied. ### Claim 804 and 840 have the same value because both use three digits. ### Models - 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. - 840 = 8 hundreds + 4 tens + 0 ones = 800 + 40 + 0. - 408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8. ### Ordered - 408 - 804 - 840 ## Guided invitation Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid. ## Guided staff possible response Three-digit length alone does not establish equal quantity: 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. 840 = 8 hundreds + 4 tens + 0 ones = 800 + 40 + 0. ## 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 Addresses the exact supplied helper statement with complete relevant place values and a supported conclusion. ## 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.