# Craft-zine quantities ## Id N29 ## Original component D-later-Q1 ## Target criterion The full model [4, 10, 8] gives 508; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted. ## New job title Craft-zine quantities ## Source Fictional label quantities: Craft-zine quantities. First card: 608 labels. Second card: 680 labels. Third card: 806 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, 10 tens and 8 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: Craft-zine quantities. First card: 608 labels. Second card: 680 labels. Third card: 806 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, 10 tens and 8 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 - 608 - 680 - 806 ### Alternative first parts - 5 - 10 - 8 ### Claim ### Models - 608 = 6 hundreds + 0 tens + 8 ones = 600 + 0 + 8. - 680 = 6 hundreds + 8 tens + 0 ones = 600 + 80 + 0. - 806 = 8 hundreds + 0 tens + 6 ones = 800 + 0 + 6. ### Ordered - 608 - 680 - 806 ## Invitation Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping. ## Teacher moves On separate work for Craft-zine quantities, 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 + 10 tens + 8 ones = 500 + 100 + 8 = 608; 608 = 6 hundreds + 0 tens + 8 ones = 600 + 0 + 8. ## Guided source Fictional label quantities: Craft-zine quantities—new guided cards. First card: 709 labels. Second card: 790 labels. Third card: 907 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, 10 tens and 9 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: Craft-zine quantities—new guided cards. First card: 709 labels. Second card: 790 labels. Third card: 907 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, 10 tens and 9 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 - 709 - 790 - 907 ### Alternative first parts - 6 - 10 - 9 ### Claim ### Models - 709 = 7 hundreds + 0 tens + 9 ones = 700 + 0 + 9. - 790 = 7 hundreds + 9 tens + 0 ones = 700 + 90 + 0. - 907 = 9 hundreds + 0 tens + 7 ones = 900 + 0 + 7. ### Ordered - 709 - 790 - 907 ## Guided invitation Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping. ## Guided staff possible response 6 hundreds + 10 tens + 9 ones = 600 + 100 + 9 = 709; 709 = 7 hundreds + 0 tens + 9 ones = 700 + 0 + 9. ## 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.