Codes: AC9M2N01, AC9M2N02. Goal: represent 134 as one hundred, three tens and four ones. Prepare: bundled paper strips/sticks, 134 card, mat; use 234 as an extension.
- Invite · 2 min. Say: “A number can tell us how many objects, even when counting them one by one would take a long time. How might we pack 134?” Allow a guess without correction yet.
- Model · 5 min. Put one hundred-sheet, three ten-strips and four single counters in the three columns. Say: “One hundred is 100. Three tens are 30. Four ones are 4. Together they are 134.” Point to each digit as it names a place; read “one hundred and thirty-four.”
- Guided build · 6 min. Together rebuild as 142, then ask: “Which part changed?” Place one hundred, four ten-strips and two singles; show
100 + 40 + 2. Ask a learner to point to the digit that tells the tens. - Partner make and check · 7 min. Give partners 123 and 205 on separate cards. One builds; the other reads and checks by counting bundles. For 205, leave the tens column empty and say: “Zero tens matters; 25 would mean something else.” Swap roles. Offer 234 to a pair ready for it.
- Everyday link · 3 min. Say: “A library box has 1 full hundred-pack, 2 ten-packs and 3 single bookmarks. How many?” Let children show 123 with objects, sketch or numeral; ask where the number comes from.
- Check · 2 min. Everyone shows 205. Closely watch planned focus learners explain what the zero tells us. If the hundred or zero disappears, next lesson rebuild 205 and 25 side by side.
Access routes: physical bundles, raised/large digit cards, place labels as text as well as shape, speech/AAC/pointing. Keep the quantity and place goal even when an adult handles pieces.