Codes: AC9M3N01. Target: build and read 12 406 with ten-thousands, thousands, hundreds, tens and ones. Set out: place cards, digit tiles 1 2 4 0 6, paper quantity symbols.
- Launch · 3 min. Display
12 406. Ask: “Would counting one counter at a time be useful? What does each digit tell us?” Collect first thoughts without scoring. - Show the structure · 5 min. Place 1 ten-thousand card, 2 thousand cards, 4 hundred cards, no tens and 6 ones. Say: “Twelve thousand, four hundred and six. The 0 shows there are no tens. It keeps the other digits in their places.” Point as you read.
- Make together · 5 min. Switch the tiles to
12 460. Learners direct which cards must change. Ask why the last digit is now zero. Rebuild 12 406; say the full amount in words. - Try and check · 7 min. Partners build
10 235and21 035. One reads and records a place expansion; the other checks each place, then they switch. Do not use colour as the only column cue. Offer 23 105 as a challenge. - Use a context · 3 min. “A fictional visitor counter shows 12 406 visits across a year. What could the digit 4 mean?” Expected: 4 hundreds, or 400 visits within the numeral, not four individual visits.
- Brief check · 2 min. Everyone writes/selects the numeral for
1 ten-thousand, 3 thousands, 0 hundreds, 2 tens, 5 ones→ 13 025. Focus learners name the zero place. If the zero is omitted, compare builds tomorrow.
Access: raised place labels, enlarged spaced numeral, directed adult handling and verbal/AAC place names. The story context is invented and must not be reported as real attendance.