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Day 16 · What changed in the stock card?Year 3 English · T1 W3–4 · Day 16 lesson

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Year 3 / English / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Aim and link: Find an explanation's example, reason and check without confusing a new label with a new quantity (AC9E3LA03, AC9E3LA10, AC9E3LY05). Prepare: Text E, stock planner, place-value cards as maths teacher approves.

  1. Retrieve · 2 min. Ask whether a route card and an explanation have the same purpose. Have a child give one reader need for each.
  2. Model · 5 min. Read Text E aloud. Use the planner to write the two correct labels for fictional 24 306. Point to the first, second and third headings: card, different grouping, check. Say that the physical quantity in the game did not change.
  3. Guided word/text work · 6 min. Read/build group → grouping and count → counting; distinguish syllable count from meaningful part. Underline exchange and explain it here means swapping equal-value groups, not buying something. Ask a learner to find the sentence with the unchanged-total reason.
  4. Practice · 7 min. Children complete Day 16 A, B or C. Adult supplies the number model when needed; record English evidence separately from any math inference.
  5. Explain/revise · 3 min. Read a deliberately vague caption “Now there are more.” Revise to “Now there are more thousand bundles, but the total is the same.” Ask what changed and what stayed.
  6. Exit · 2 min. Child points to example, reason or check in Text E and names its job. If they only repeat a number, offer two job labels tomorrow.

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