# Maths kit from ordinary classroom materials

Print the [number builder](../print/number-builder.pdf), copy its [text version](../print/TEXT-ALTERNATIVES.md#five-place-number-builder), 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:**

1. A visitor counter for an invented venue reads **12 406**. What does the digit 4 represent? **400** within that numeral.
2. 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.
3. An art room has **600** paper tiles. **275** are used. How many remain? **325 tiles**.
4. 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](https://creativecommons.org/licenses/by/4.0/). Credit, link and note changes.