Print the number builder, copy its text version, or make five paper columns labelled TEN-THOUSANDS | THOUSANDS | HUNDREDS | TENS | ONES. A digit tile can stand for a quantity if children know which place it occupies. For first modelling, add quantity cards (10 000, 1 000, 100, 10, 1) and exchange them physically; a child directs placement if handling is difficult. Use spaces in long numerals: 12 406 is one number, not two. Do not ask a child to draw 12 406 individual marks.
Original fictional problem slips:
- A visitor counter for an invented venue reads 12 406. What does the digit 4 represent? 400 within that numeral.
- A school library has 327 sorted books and 186 still to sort. How many are in these two groups? 513 books. These are made-up quantities for modelling; never attribute them to an actual school.
- An art room has 600 paper tiles. 275 are used. How many remain? 325 tiles.
- A box has 346 tickets; another has 178. How many tickets altogether? 524 tickets.
Estimate routine: an estimate precedes exact counting or calculation. Ask for a useful interval and a reason, then let new evidence change the estimate. For the Day 4 tray, an adult privately counts 47 large paper counters; Day 5 uses a different 38. An inaccessible visual glance can be changed to a tactile comparison with matched bags, but document that the task route changed. Paper counters should be large enough under school policy; no small choking items.
Places versus operations: a child's error may be in place names, exchange, choosing the operation, arithmetic facts or reading the story. Ask them to model first, then decide which part needs teaching. A valid alternative strategy is welcome if the number, unit and check are sound.
Rights: Original slips and directions © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit, link and note changes.