Ten practical lessons and complete activity choicesYear 2 Maths · T2 W13–14 · Origin / 02 lessons and contexts · Text version

Choose one route at a time. Each ordinary, guided and supplementary source is complete. Adult models follow a first own idea; they are separate from neutral assessment sources. Speech, sign, AAC, tactile labels, exact dictation and paper are available without fixed learning-style labels.

Daily plans

1: Make a map someone can read

Day

61

Title

Make a map someone can read

Focus

Positions in a labelled two-dimensional paper scene

Codes

• AC9M2SP02

Purpose

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Entry

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

First invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Full teacher model

The successive marker cells are A4, B4, C4, D4, D3, D2, D1. The supplied route ends at D1. It makes 6 one-cell moves; its 7 recorded positions include the initial position. It is legal inside this supplied grid.

Guided source

Fictional paper scene: New story-desk map. The grid has 3 columns, labelled A to C left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. story card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Guided invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Guided staff possibility

The successive marker cells are A3, B3, C3, C2, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D61-R1

Id

D61-R1

Title

Game-table delivery

Source

Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are A4, B4, C4, D4, D3, D2, D1. The supplied route ends at D1. It makes 6 one-cell moves; its 7 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D61-R2

Id

D61-R2

Title

Puppet reading camp

Source

Fictional paper scene: Puppet reading camp. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at D3. story box is at B4; puppet shelf is at C2. Every cell inside the grid is open. The supplied instruction is 2 cells down, then 3 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are A1, A2, A3, B3, C3, D3. The supplied route ends at D3. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D61-R3

Id

D61-R3

Title

Bookmark-post grid

Source

Fictional paper scene: Bookmark-post grid. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A2; the target is at C3. reader card is at B1; note card is at D4. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are A2, B2, C2, C3. The supplied route ends at C3. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Confuses a feature name with its cell, or changes the row direction. Re-read the exact labels, place the marker once and distinguish the supplied paper scene from a real place.

Review

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

2: Follow the whole instruction

Day

62

Title

Follow the whole instruction

Focus

Ordered one-cell directions and endpoint versus move count

Codes

• AC9M2SP02

Purpose

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Entry

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional paper scene: Art label station. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at E2. brush card is at A1; display card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

First invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Full teacher model

The successive marker cells are B4, C4, D4, E4, E3, E2. The supplied route ends at E2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Guided source

Fictional paper scene: New puppet-grid route. The grid has 4 columns, labelled A to D left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D1; the target is at B3. puppet card is at A2. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Guided invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Guided staff possibility

The successive marker cells are D1, C1, B1, B2, B3. The supplied route ends at B3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D62-R1

Id

D62-R1

Title

Art label station

Source

Fictional paper scene: Art label station. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at E2. brush card is at A1; display card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are B4, C4, D4, E4, E3, E2. The supplied route ends at E2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D62-R2

Id

D62-R2

Title

Treasure-message game

Source

Fictional paper scene: Treasure-message game. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C5; the target is at A2. hint card is at D1; message card is at B3. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are C5, B5, A5, A4, A3, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D62-R3

Id

D62-R3

Title

Costume-card delivery

Source

Fictional paper scene: Costume-card delivery. The grid has 3 columns, labelled A to C left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C5; the target is at A2. colour-word card is at B4; scene card is at A5. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 2 cells left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are C5, C4, C3, C2, B2, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Counts visited positions as moves or changes the instruction order. Keep the initial position, then record one new neighbouring position per stated move.

Review

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

3: Give a route that works

Day

63

Title

Give a route that works

Focus

Create and compare complete legal paths

Codes

• AC9M2SP02

Purpose

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Entry

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional paper scene: Two routes to a reading corner. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at C3. title card is at D4; bookmark card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

First invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Full teacher model

The successive marker cells are A1, B1, C1, C2, C3. The supplied route ends at C3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Guided source

Fictional paper scene: New art-map route choice. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B1; the target is at D4. art card is at A3. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 3 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Guided invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Guided staff possibility

The successive marker cells are B1, C1, D1, D2, D3, D4. The supplied route ends at D4. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D63-R1

Id

D63-R1

Title

Two routes to a reading corner

Source

Fictional paper scene: Two routes to a reading corner. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at C3. title card is at D4; bookmark card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are A1, B1, C1, C2, C3. The supplied route ends at C3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D63-R2

Id

D63-R2

Title

Garden-guide desk

Source

Fictional paper scene: Garden-guide desk. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D1; the target is at B4. drawing card is at E5; plant-name card is at A2. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 3 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are D1, C1, B1, B2, B3, B4. The supplied route ends at B4. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D63-R3

Id

D63-R3

Title

Picture-caption path

Source

Fictional paper scene: Picture-caption path. The grid has 5 columns, labelled A to E left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at E1; the target is at B3. picture card is at C4; caption card is at A2. Every cell inside the grid is open. The supplied instruction is 3 cells left, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are E1, D1, C1, B1, B2, B3. The supplied route ends at B3. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Gives only an endpoint or omits step amounts. A different complete safe route is valid; a shortest route is not required.

Review

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

4: A route must fit its map

Day

64

Title

A route must fit its map

Focus

Check closed cells and repair a supplied route

Codes

• AC9M2SP02

Purpose

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Entry

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

First invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Full teacher model

The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.

Guided source

Fictional paper scene: New blocked-card route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. guide card is at D4. The closed cells are B3: neither enter nor pass through them. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Guided invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Guided staff possibility

The successive marker cells are A3, A2, A1, B1, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D64-R1

Id

D64-R1

Title

Repair the game route

Source

Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D64-R2

Id

D64-R2

Title

Museum model with a closed square

Source

Fictional paper scene: Museum model with a closed square. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at D2. sketch card is at B1; label card is at E3. The closed cells are D4: neither enter nor pass through them. The supplied instruction is 1 cell right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are C4, D4, D3, D2. The supplied route ends at D2. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is up 2 cells through C3 to C2, then right 1 cell to D2. The endpoint is unchanged; the path avoids D4.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D64-R3

Id

D64-R3

Title

Closed-space sign plan

Source

Fictional paper scene: Closed-space sign plan. The grid has 4 columns, labelled A to D left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D2. spare sign is at B1; title card is at C5. The closed cells are B4: neither enter nor pass through them. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are A4, B4, C4, D4, D3, D2. The supplied route ends at D2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. A safe repair is up 2 cells A4→A3→A2, then right 3 cells through B2/C2 to D2.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Reaches the target through a closed cell and calls the whole path legal. Trace every position, not just the final one.

Review

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

5: Keep a useful map guide

Day

65

Title

Keep a useful map guide

Focus

Independent own guide and component teaching decision

Codes

• AC9M2SP02

Purpose

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Entry

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional paper scene: Story-guide delivery. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at B1. front-cover card is at A2; story-title card is at B3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 1 cell left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

First invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Full teacher model

The successive marker cells are C4, C3, C2, C1, B1. The supplied route ends at B1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Guided source

Fictional paper scene: New fold-free map guide. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at C2. name card is at B1. Every cell inside the grid is open. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Guided invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Guided staff possibility

The successive marker cells are A4, A3, A2, B2, C2. The supplied route ends at C2. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D65-R1

Id

D65-R1

Title

Story-guide delivery

Source

Fictional paper scene: Story-guide delivery. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at B1. front-cover card is at A2; story-title card is at B3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 1 cell left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are C4, C3, C2, C1, B1. The supplied route ends at B1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D65-R2

Id

D65-R2

Title

Quiet stage-map guide

Source

Fictional paper scene: Quiet stage-map guide. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D4; the target is at A2. actor-name card is at B1; scene-name card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells left, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are D4, C4, B4, A4, A3, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D65-R3

Id

D65-R3

Title

Guide for a tiny familiarised paper scene

Source

Fictional paper scene: Guide for a tiny familiarised paper scene. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at D1. paper-room card is at A2; choice card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Purpose

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Moves

• Receive a first idea with no supplied solution.

• Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

The successive marker cells are B4, B3, B2, B1, C1, D1. The supplied route ends at D1. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Different try

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Calls copied teacher directions an independent own guide. Receive the chosen guide first and note access support versus mathematical hints.

Review

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

Held offer

A-first or B-first after actual teaching and before staff models; later partners require a genuine recorded teaching interval.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

6: Three digits, three place values

Day

66

Title

Three digits, three place values

Focus

Represent and order three-digit quantities, including zeros

Codes

• AC9M2N01

• AC9M2N02

Purpose

Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.

Entry

Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional quantity card set: Mini-zine label orders. first card states 214 labels; second card states 241 labels; third card states 412 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

First invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Full teacher model

214 = 2 hundreds + 1 tens + 4 ones = 200 + 10 + 4. 241 = 2 hundreds + 4 tens + 1 ones = 200 + 40 + 1. 412 = 4 hundreds + 1 tens + 2 ones = 400 + 10 + 2. Ascending order is 214, 241, 412. Compare the first differing place from the highest place, rather than the last digit alone.

Guided source

Fictional quantity card set: New model-label counts. first card states 205 labels; second card states 250 labels; third card states 502 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Guided invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Guided staff possibility

205 = 2 hundreds + 0 tens + 5 ones = 200 + 0 + 5. 250 = 2 hundreds + 5 tens + 0 ones = 200 + 50 + 0. 502 = 5 hundreds + 0 tens + 2 ones = 500 + 0 + 2. Ascending order is 205, 250, 502. Compare the first differing place from the highest place, rather than the last digit alone.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D66-R1

Id

D66-R1

Title

Mini-zine label orders

Source

Fictional quantity card set: Mini-zine label orders. first card states 214 labels; second card states 241 labels; third card states 412 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

214 = 2 hundreds + 1 tens + 4 ones = 200 + 10 + 4. 241 = 2 hundreds + 4 tens + 1 ones = 200 + 40 + 1. 412 = 4 hundreds + 1 tens + 2 ones = 400 + 10 + 2. Ascending order is 214, 241, 412. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D66-R2

Id

D66-R2

Title

Zero on the archive cards

Source

Fictional quantity card set: Zero on the archive cards. first card states 304 labels; second card states 340 labels; third card states 403 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4. 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0. 403 = 4 hundreds + 0 tens + 3 ones = 400 + 0 + 3. Ascending order is 304, 340, 403. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D66-R3

Id

D66-R3

Title

Badge-guide quantities

Source

Fictional quantity card set: Badge-guide quantities. first card states 108 labels; second card states 180 labels; third card states 810 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

108 = 1 hundreds + 0 tens + 8 ones = 100 + 0 + 8. 180 = 1 hundreds + 8 tens + 0 ones = 100 + 80 + 0. 810 = 8 hundreds + 1 tens + 0 ones = 800 + 10 + 0. Ascending order is 108, 180, 810. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Reads digits as independent counts or ignores a zero placeholder. Label hundreds/tens/ones and rebuild their whole value.

Review

Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

7: Put quantities on a line

Day

67

Title

Put quantities on a line

Focus

Neighbouring quantities and a declared 1000 boundary

Codes

• AC9M2N01

Purpose

Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.

Entry

Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional quantity card set: Label counts around four hundred. first card states 390 labels; second card states 400 labels; third card states 410 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. An extra number-line guide states 390,400,410,420 in this order, with equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.

First invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Full teacher model

390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 400 = 4 hundreds + 0 tens + 0 ones = 400 + 0 + 0. 410 = 4 hundreds + 1 tens + 0 ones = 400 + 10 + 0. Ascending order is 390, 400, 410. Compare the first differing place from the highest place, rather than the last digit alone. Use a number-line guide with four equally spaced ticks labelled 390, 400, 410, 420 from left to right. The four ticks bound three equal ten-label intervals. Place the 390 card at the first tick, 400 at the second and 410 at the third; 420 is the final supplied scale label, not a fourth quantity card. One interval right adds ten labels and one interval left removes ten. The positions and equal intervals explain the same ordering; counting the tick labels is not counting the intervals.

Guided source

Fictional quantity card set: New line-label counts. first card states 890 labels; second card states 900 labels; third card states 910 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Equal ten-label ticks 880,890,900,910 are supplied. Then separately compare 999 with 1000 using 10 hundreds. The task is to represent, compare or order these stated quantities and give a checking reason.

Guided invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Guided staff possibility

890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0. 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0. 910 = 9 hundreds + 1 tens + 0 ones = 900 + 10 + 0. Ascending order is 890, 900, 910. Compare the first differing place from the highest place, rather than the last digit alone. Use the supplied four equally spaced ticks labelled 880, 890, 900, 910. They bound three equal ten-label intervals. The 890 card belongs at the second tick, 900 at the third and 910 at the fourth; 880 is a scale label. Moving one interval changes the count by ten labels. Count intervals separately from ticks. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D67-R1

Id

D67-R1

Title

Label counts around four hundred

Source

Fictional quantity card set: Label counts around four hundred. first card states 390 labels; second card states 400 labels; third card states 410 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. An extra number-line guide states 390,400,410,420 in this order, with equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 400 = 4 hundreds + 0 tens + 0 ones = 400 + 0 + 0. 410 = 4 hundreds + 1 tens + 0 ones = 400 + 10 + 0. Ascending order is 390, 400, 410. Compare the first differing place from the highest place, rather than the last digit alone. Use a number-line guide with four equally spaced ticks labelled 390, 400, 410, 420 from left to right. The four ticks bound three equal ten-label intervals. Place the 390 card at the first tick, 400 at the second and 410 at the third; 420 is the final supplied scale label, not a fourth quantity card. One interval right adds ten labels and one interval left removes ten. The positions and equal intervals explain the same ordering; counting the tick labels is not counting the intervals.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D67-R2

Id

D67-R2

Title

Just before one thousand

Source

Fictional quantity card set: Just before one thousand. first card states 998 labels; second card states 999 labels; third card states 1000 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Ten hundreds represent 1000. Its numeral has four digits; it is the taught boundary, not a three-digit quantity. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

998 = 9 hundreds + 9 tens + 8 ones = 900 + 90 + 8. 999 = 9 hundreds + 9 tens + 9 ones = 900 + 90 + 9. 1000 = 10 hundreds + 0 tens + 0 ones = 1000 + 0 + 0. Ascending order is 998, 999, 1000. Compare the first differing place from the highest place, rather than the last digit alone. On separate teacher paper, place 998, 999, 1000 in order at three equally spaced one-label ticks. There are two one-label intervals. The jump from 999 to 1000 crosses the named boundary, even though the final numeral has four digits. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D67-R3

Id

D67-R3

Title

Counts around six hundred

Source

Fictional quantity card set: Counts around six hundred. first card states 590 labels; second card states 600 labels; third card states 610 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied number-line ticks 590,600,610,620 are equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

590 = 5 hundreds + 9 tens + 0 ones = 500 + 90 + 0. 600 = 6 hundreds + 0 tens + 0 ones = 600 + 0 + 0. 610 = 6 hundreds + 1 tens + 0 ones = 600 + 10 + 0. Ascending order is 590, 600, 610. Compare the first differing place from the highest place, rather than the last digit alone. Use the supplied four equally spaced ticks labelled 590, 600, 610, 620. They bound three equal ten-label intervals. Place 590 at the first tick, 600 at the second and 610 at the third; 620 completes the scale. Moving one interval changes the count by ten labels, so positions and equal spacing support the comparison.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Ranks quantities from the last digit or counts included number-line labels instead of equal intervals. Name the full numerals and each supplied interval.

Review

Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

8: Repack the same quantity

Day

68

Title

Repack the same quantity

Focus

Standard/non-standard groups preserve the total

Codes

• AC9M2N01

• AC9M2N02

Purpose

Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.

Entry

Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional quantity card set: One whole, two bundle descriptions. first card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds,10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.

First invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Full teacher model

507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges.

Guided source

Fictional quantity card set: New same-quantity bundles. first card states 504 labels; second card states 540 labels; third card states 405 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The alternative 4 hundreds,10 tens,4 ones has the same total as 504. The task is to represent, compare or order these stated quantities and give a checking reason.

Guided invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Guided staff possibility

504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. 540 = 5 hundreds + 4 tens + 0 ones = 500 + 40 + 0. 405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. Ascending order is 405, 504, 540. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 504 = 4 hundreds + 10 tens + 4 ones = 400 + 100 + 4. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 4 ones. This gives the standard 5 hundreds, 0 tens and 4 ones. Both descriptions have the whole value 504; zero tens is a named place, not a missing unit.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D68-R1

Id

D68-R1

Title

One whole, two bundle descriptions

Source

Fictional quantity card set: One whole, two bundle descriptions. first card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds,10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D68-R2

Id

D68-R2

Title

Repack without changing the whole

Source

Fictional quantity card set: Repack without changing the whole. first card states 632 labels; second card states 623 labels; third card states 362 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 632 is 5 hundreds,13 tens and 2 ones. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

632 = 6 hundreds + 3 tens + 2 ones = 600 + 30 + 2. 623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3. 362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2. Ascending order is 362, 623, 632. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 632 = 5 hundreds + 13 tens + 2 ones = 500 + 130 + 2. Exchange ten tens for one hundred: 5 hundreds and 13 tens become 6 hundreds and 3 tens; keep both ones. This gives the standard 6 hundreds, 3 tens and 2 ones. Both descriptions have the whole value 632. The three unexchanged tens must remain; do not discard their value.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D68-R3

Id

D68-R3

Title

Another bundle identity

Source

Fictional quantity card set: Another bundle identity. first card states 408 labels; second card states 480 labels; third card states 804 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied model 3 hundreds,10 tens,8 ones represents 408. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8. 480 = 4 hundreds + 8 tens + 0 ones = 400 + 80 + 0. 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. Ascending order is 408, 480, 804. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 408 = 3 hundreds + 10 tens + 8 ones = 300 + 100 + 8. Exchange ten tens for one hundred: 3 hundreds and 10 tens become 4 hundreds and 0 tens; keep all 8 ones. This gives the standard 4 hundreds, 0 tens and 8 ones. Both descriptions have the whole value 408. Keep the zero-ten label and verify every represented unit.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Renames a hundred as one ten or loses ten units during an exchange. Show 10 tens=100 and keep both full descriptions.

Review

Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

9: Check the comparison reason

Day

69

Title

Check the comparison reason

Focus

Highest differing place and valid comparison evidence

Codes

• AC9M2N01

• AC9M2N02

Purpose

Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.

Entry

Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional quantity card set: Which place has the six?. first card states 460 labels; second card states 406 labels; third card states 604 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 406 is more than 460 because the last digit 6 is larger than 0. Decide whether that reason supports the actual quantities. The task is to represent, compare or order these stated quantities and give a checking reason.

First invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Full teacher model

460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Ascending order is 406, 460, 604. Compare the first differing place from the highest place, rather than the last digit alone.

Guided source

Fictional quantity card set: New wrong-digit claim. first card states 308 labels; second card states 380 labels; third card states 803 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 308 is larger than 380 because the final 8 is larger than 0. The task is to represent, compare or order these stated quantities and give a checking reason.

Guided invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Guided staff possibility

308 = 3 hundreds + 0 tens + 8 ones = 300 + 0 + 8. 380 = 3 hundreds + 8 tens + 0 ones = 300 + 80 + 0. 803 = 8 hundreds + 0 tens + 3 ones = 800 + 0 + 3. Ascending order is 308, 380, 803. Compare the first differing place from the highest place, rather than the last digit alone.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D69-R1

Id

D69-R1

Title

Which place has the six?

Source

Fictional quantity card set: Which place has the six?. first card states 460 labels; second card states 406 labels; third card states 604 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 406 is more than 460 because the last digit 6 is larger than 0. Decide whether that reason supports the actual quantities. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Ascending order is 406, 460, 604. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D69-R2

Id

D69-R2

Title

Zeros change the place

Source

Fictional quantity card set: Zeros change the place. first card states 209 labels; second card states 290 labels; third card states 902 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. No value is invented in an empty tens or ones place. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

209 = 2 hundreds + 0 tens + 9 ones = 200 + 0 + 9. 290 = 2 hundreds + 9 tens + 0 ones = 200 + 90 + 0. 902 = 9 hundreds + 0 tens + 2 ones = 900 + 0 + 2. Ascending order is 209, 290, 902. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D69-R3

Id

D69-R3

Title

Check the final digit shortcut

Source

Fictional quantity card set: Check the final digit shortcut. first card states 405 labels; second card states 450 labels; third card states 504 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 405 is larger than 450 because 5 is larger than 0. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. 450 = 4 hundreds + 5 tens + 0 ones = 400 + 50 + 0. 504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. Ascending order is 405, 450, 504. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Uses the last digit or visual bundle count instead of the highest differing place. Find the first differing place and compare values of that place.

Review

Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.

Held offer

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

10: Make a quantity guide a reader can use

Day

70

Title

Make a quantity guide a reader can use

Focus

Choose a useful representation and precise next teaching

Codes

• AC9M2N01

• AC9M2N02

Purpose

Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.

Entry

Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.

Materials

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Complete ordinary source

Fictional quantity card set: Guide for two label plans. first card states 730 labels; second card states 703 labels; third card states 370 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A supplied number line has 700,710,720,730,740 with equal ten-label intervals.703 lies between 700 and 710;730 is a labelled tick. The task is to represent, compare or order these stated quantities and give a checking reason.

First invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Full teacher model

730 = 7 hundreds + 3 tens + 0 ones = 700 + 30 + 0. 703 = 7 hundreds + 0 tens + 3 ones = 700 + 0 + 3. 370 = 3 hundreds + 7 tens + 0 ones = 300 + 70 + 0. Ascending order is 370, 703, 730. Compare the first differing place from the highest place, rather than the last digit alone.

Guided source

Fictional quantity card set: New tiny label-order guide. first card states 615 labels; second card states 651 labels; third card states 516 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Guided invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Guided staff possibility

615 = 6 hundreds + 1 tens + 5 ones = 600 + 10 + 5. 651 = 6 hundreds + 5 tens + 1 ones = 600 + 50 + 1. 516 = 5 hundreds + 1 tens + 6 ones = 500 + 10 + 6. Ascending order is 516, 615, 651. Compare the first differing place from the highest place, rather than the last digit alone.

Six moves

1:

Minutes

0–3

Action

Name the useful job and receive a first own idea from the whole ordinary source.

2:

Minutes

3–9

Action

On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.

3:

Minutes

9–15

Action

Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.

4:

Minutes

15–22

Action

Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.

5:

Minutes

22–25

Action

Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.

6:

Minutes

25–29

Action

Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

Routes

1: D70-R1

Id

D70-R1

Title

Guide for two label plans

Source

Fictional quantity card set: Guide for two label plans. first card states 730 labels; second card states 703 labels; third card states 370 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A supplied number line has 700,710,720,730,740 with equal ten-label intervals.703 lies between 700 and 710;730 is a labelled tick. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

730 = 7 hundreds + 3 tens + 0 ones = 700 + 30 + 0. 703 = 7 hundreds + 0 tens + 3 ones = 700 + 0 + 3. 370 = 3 hundreds + 7 tens + 0 ones = 300 + 70 + 0. Ascending order is 370, 703, 730. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

2: D70-R2

Id

D70-R2

Title

Quantity guide for a paper makerspace

Source

Fictional quantity card set: Quantity guide for a paper makerspace. first card states 120 labels; second card states 210 labels; third card states 201 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Choose a clear ordering or bundling instruction for these supplied label quantities. No physical labels are required. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

120 = 1 hundreds + 2 tens + 0 ones = 100 + 20 + 0. 210 = 2 hundreds + 1 tens + 0 ones = 200 + 10 + 0. 201 = 2 hundreds + 0 tens + 1 ones = 200 + 0 + 1. Ascending order is 120, 201, 210. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

3: D70-R3

Id

D70-R3

Title

Reader-ready kit labels

Source

Fictional quantity card set: Reader-ready kit labels. first card states 731 labels; second card states 713 labels; third card states 317 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Purpose

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Moves

• Receive a first idea with no supplied solution.

• Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.

• Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.

• Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

After own staff possibility

731 = 7 hundreds + 3 tens + 1 ones = 700 + 30 + 1. 713 = 7 hundreds + 1 tens + 3 ones = 700 + 10 + 3. 317 = 3 hundreds + 1 tens + 7 ones = 300 + 10 + 7. Ascending order is 317, 713, 731. Compare the first differing place from the highest place, rather than the last digit alone.

Different try

Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.

Optional access

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Misconception

Infers a real stock or completed test from supplied quantity cards. Keep supplied values, own guide and any actual reader evidence separate.

Review

Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.

Held offer

C-first or D-first after actual teaching and before staff models; later partners require a genuine recorded teaching interval.

Next teaching

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Status

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.

Complete original contexts

Ordinary

1: C01

Id

C01

Kind

map

Title

Game-table delivery

Source

Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

A4

Target

D1

Features

Reading mat

B2

Quiet card

C3

Start

A4

Target

D1

Closed

Moves

1

• right

• 3

2

• up

• 3

Visited

• A4

• B4

• C4

• D4

• D3

• D2

• D1

Endpoint

D1

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A4, B4, C4, D4, D3, D2, D1. The supplied route ends at D1. It makes 6 one-cell moves; its 7 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

2: C02

Id

C02

Kind

map

Title

Puppet reading camp

Source

Fictional paper scene: Puppet reading camp. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at D3. story box is at B4; puppet shelf is at C2. Every cell inside the grid is open. The supplied instruction is 2 cells down, then 3 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

A1

Target

D3

Features

Story box

B4

Puppet shelf

C2

Start

A1

Target

D3

Closed

Moves

1

• down

• 2

2

• right

• 3

Visited

• A1

• A2

• A3

• B3

• C3

• D3

Endpoint

D3

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A1, A2, A3, B3, C3, D3. The supplied route ends at D3. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

3: C03

Id

C03

Kind

map

Title

Art label station

Source

Fictional paper scene: Art label station. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at E2. brush card is at A1; display card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

5

Rows

5

Start

B4

Target

E2

Features

Brush card

A1

Display card

C3

Start

B4

Target

E2

Closed

Moves

1

• right

• 3

2

• up

• 2

Visited

• B4

• C4

• D4

• E4

• E3

• E2

Endpoint

E2

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are B4, C4, D4, E4, E3, E2. The supplied route ends at E2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

4: C04

Id

C04

Kind

map

Title

Treasure-message game

Source

Fictional paper scene: Treasure-message game. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C5; the target is at A2. hint card is at D1; message card is at B3. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

5

Rows

5

Start

C5

Target

A2

Features

Hint card

D1

Message card

B3

Start

C5

Target

A2

Closed

Moves

1

• left

• 2

2

• up

• 3

Visited

• C5

• B5

• A5

• A4

• A3

• A2

Endpoint

A2

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are C5, B5, A5, A4, A3, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

5: C05

Id

C05

Kind

map

Title

Two routes to a reading corner

Source

Fictional paper scene: Two routes to a reading corner. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at C3. title card is at D4; bookmark card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

A1

Target

C3

Features

Title card

D4

Bookmark card

B2

Start

A1

Target

C3

Closed

Moves

1

• right

• 2

2

• down

• 2

Visited

• A1

• B1

• C1

• C2

• C3

Endpoint

C3

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A1, B1, C1, C2, C3. The supplied route ends at C3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

6: C06

Id

C06

Kind

map

Title

Garden-guide desk

Source

Fictional paper scene: Garden-guide desk. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D1; the target is at B4. drawing card is at E5; plant-name card is at A2. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 3 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

5

Rows

5

Start

D1

Target

B4

Features

Drawing card

E5

Plant-name card

A2

Start

D1

Target

B4

Closed

Moves

1

• left

• 2

2

• down

• 3

Visited

• D1

• C1

• B1

• B2

• B3

• B4

Endpoint

B4

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are D1, C1, B1, B2, B3, B4. The supplied route ends at B4. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

7: C07

Id

C07

Kind

map

Title

Repair the game route

Source

Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

B2

Target

C3

Features

Spare-card box

A4

Guide card

D1

Start

B2

Target

C3

Closed

• C2

Moves

1

• right

• 1

2

• down

• 1

Visited

• B2

• C2

• C3

Endpoint

C3

Legal

False

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

8: C08

Id

C08

Kind

map

Title

Museum model with a closed square

Source

Fictional paper scene: Museum model with a closed square. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at D2. sketch card is at B1; label card is at E3. The closed cells are D4: neither enter nor pass through them. The supplied instruction is 1 cell right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

5

Rows

5

Start

C4

Target

D2

Features

Sketch card

B1

Label card

E3

Start

C4

Target

D2

Closed

• D4

Moves

1

• right

• 1

2

• up

• 2

Visited

• C4

• D4

• D3

• D2

Endpoint

D2

Legal

False

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are C4, D4, D3, D2. The supplied route ends at D2. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is up 2 cells through C3 to C2, then right 1 cell to D2. The endpoint is unchanged; the path avoids D4.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

9: C09

Id

C09

Kind

map

Title

Story-guide delivery

Source

Fictional paper scene: Story-guide delivery. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at B1. front-cover card is at A2; story-title card is at B3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 1 cell left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

3

Rows

4

Start

C4

Target

B1

Features

Front-cover card

A2

Story-title card

B3

Start

C4

Target

B1

Closed

Moves

1

• up

• 3

2

• left

• 1

Visited

• C4

• C3

• C2

• C1

• B1

Endpoint

B1

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are C4, C3, C2, C1, B1. The supplied route ends at B1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

10: C10

Id

C10

Kind

map

Title

Quiet stage-map guide

Source

Fictional paper scene: Quiet stage-map guide. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D4; the target is at A2. actor-name card is at B1; scene-name card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells left, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

D4

Target

A2

Features

Actor-name card

B1

Scene-name card

C3

Start

D4

Target

A2

Closed

Moves

1

• left

• 3

2

• up

• 2

Visited

• D4

• C4

• B4

• A4

• A3

• A2

Endpoint

A2

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are D4, C4, B4, A4, A3, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

11: C11

Id

C11

Kind

quantity

Title

Mini-zine label orders

Source

Fictional quantity card set: Mini-zine label orders. first card states 214 labels; second card states 241 labels; third card states 412 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 214

• 241

• 412

Unit

labels

Models

• 214 = 2 hundreds + 1 tens + 4 ones = 200 + 10 + 4.

• 241 = 2 hundreds + 4 tens + 1 ones = 200 + 40 + 1.

• 412 = 4 hundreds + 1 tens + 2 ones = 400 + 10 + 2.

Ordered

• 214

• 241

• 412

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

214 = 2 hundreds + 1 tens + 4 ones = 200 + 10 + 4. 241 = 2 hundreds + 4 tens + 1 ones = 200 + 40 + 1. 412 = 4 hundreds + 1 tens + 2 ones = 400 + 10 + 2. Ascending order is 214, 241, 412. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

12: C12

Id

C12

Kind

quantity

Title

Zero on the archive cards

Source

Fictional quantity card set: Zero on the archive cards. first card states 304 labels; second card states 340 labels; third card states 403 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 304

• 340

• 403

Unit

labels

Models

• 304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4.

• 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0.

• 403 = 4 hundreds + 0 tens + 3 ones = 400 + 0 + 3.

Ordered

• 304

• 340

• 403

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4. 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0. 403 = 4 hundreds + 0 tens + 3 ones = 400 + 0 + 3. Ascending order is 304, 340, 403. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

13: C13

Id

C13

Kind

quantity

Title

Label counts around four hundred

Source

Fictional quantity card set: Label counts around four hundred. first card states 390 labels; second card states 400 labels; third card states 410 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. An extra number-line guide states 390,400,410,420 in this order, with equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 390

• 400

• 410

Unit

labels

Models

• 390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0.

• 400 = 4 hundreds + 0 tens + 0 ones = 400 + 0 + 0.

• 410 = 4 hundreds + 1 tens + 0 ones = 400 + 10 + 0.

Ordered

• 390

• 400

• 410

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 400 = 4 hundreds + 0 tens + 0 ones = 400 + 0 + 0. 410 = 4 hundreds + 1 tens + 0 ones = 400 + 10 + 0. Ascending order is 390, 400, 410. Compare the first differing place from the highest place, rather than the last digit alone. Use a number-line guide with four equally spaced ticks labelled 390, 400, 410, 420 from left to right. The four ticks bound three equal ten-label intervals. Place the 390 card at the first tick, 400 at the second and 410 at the third; 420 is the final supplied scale label, not a fourth quantity card. One interval right adds ten labels and one interval left removes ten. The positions and equal intervals explain the same ordering; counting the tick labels is not counting the intervals.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

14: C14

Id

C14

Kind

quantity

Title

Just before one thousand

Source

Fictional quantity card set: Just before one thousand. first card states 998 labels; second card states 999 labels; third card states 1000 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Ten hundreds represent 1000. Its numeral has four digits; it is the taught boundary, not a three-digit quantity. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 998

• 999

• 1000

Unit

labels

Models

• 998 = 9 hundreds + 9 tens + 8 ones = 900 + 90 + 8.

• 999 = 9 hundreds + 9 tens + 9 ones = 900 + 90 + 9.

• 1000 = 10 hundreds + 0 tens + 0 ones = 1000 + 0 + 0.

Ordered

• 998

• 999

• 1000

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

998 = 9 hundreds + 9 tens + 8 ones = 900 + 90 + 8. 999 = 9 hundreds + 9 tens + 9 ones = 900 + 90 + 9. 1000 = 10 hundreds + 0 tens + 0 ones = 1000 + 0 + 0. Ascending order is 998, 999, 1000. Compare the first differing place from the highest place, rather than the last digit alone. On separate teacher paper, place 998, 999, 1000 in order at three equally spaced one-label ticks. There are two one-label intervals. The jump from 999 to 1000 crosses the named boundary, even though the final numeral has four digits. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

15: C15

Id

C15

Kind

quantity

Title

One whole, two bundle descriptions

Source

Fictional quantity card set: One whole, two bundle descriptions. first card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds,10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 507

• 470

• 570

Unit

labels

Models

• 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7.

• 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0.

• 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.

Ordered

• 470

• 507

• 570

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

16: C16

Id

C16

Kind

quantity

Title

Repack without changing the whole

Source

Fictional quantity card set: Repack without changing the whole. first card states 632 labels; second card states 623 labels; third card states 362 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 632 is 5 hundreds,13 tens and 2 ones. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 632

• 623

• 362

Unit

labels

Models

• 632 = 6 hundreds + 3 tens + 2 ones = 600 + 30 + 2.

• 623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3.

• 362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2.

Ordered

• 362

• 623

• 632

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

632 = 6 hundreds + 3 tens + 2 ones = 600 + 30 + 2. 623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3. 362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2. Ascending order is 362, 623, 632. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 632 = 5 hundreds + 13 tens + 2 ones = 500 + 130 + 2. Exchange ten tens for one hundred: 5 hundreds and 13 tens become 6 hundreds and 3 tens; keep both ones. This gives the standard 6 hundreds, 3 tens and 2 ones. Both descriptions have the whole value 632. The three unexchanged tens must remain; do not discard their value.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

17: C17

Id

C17

Kind

quantity

Title

Which place has the six?

Source

Fictional quantity card set: Which place has the six?. first card states 460 labels; second card states 406 labels; third card states 604 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 406 is more than 460 because the last digit 6 is larger than 0. Decide whether that reason supports the actual quantities. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 460

• 406

• 604

Unit

labels

Models

• 460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0.

• 406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6.

• 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4.

Ordered

• 406

• 460

• 604

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Ascending order is 406, 460, 604. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

18: C18

Id

C18

Kind

quantity

Title

Zeros change the place

Source

Fictional quantity card set: Zeros change the place. first card states 209 labels; second card states 290 labels; third card states 902 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. No value is invented in an empty tens or ones place. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 209

• 290

• 902

Unit

labels

Models

• 209 = 2 hundreds + 0 tens + 9 ones = 200 + 0 + 9.

• 290 = 2 hundreds + 9 tens + 0 ones = 200 + 90 + 0.

• 902 = 9 hundreds + 0 tens + 2 ones = 900 + 0 + 2.

Ordered

• 209

• 290

• 902

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

209 = 2 hundreds + 0 tens + 9 ones = 200 + 0 + 9. 290 = 2 hundreds + 9 tens + 0 ones = 200 + 90 + 0. 902 = 9 hundreds + 0 tens + 2 ones = 900 + 0 + 2. Ascending order is 209, 290, 902. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

19: C19

Id

C19

Kind

quantity

Title

Guide for two label plans

Source

Fictional quantity card set: Guide for two label plans. first card states 730 labels; second card states 703 labels; third card states 370 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A supplied number line has 700,710,720,730,740 with equal ten-label intervals.703 lies between 700 and 710;730 is a labelled tick. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 730

• 703

• 370

Unit

labels

Models

• 730 = 7 hundreds + 3 tens + 0 ones = 700 + 30 + 0.

• 703 = 7 hundreds + 0 tens + 3 ones = 700 + 0 + 3.

• 370 = 3 hundreds + 7 tens + 0 ones = 300 + 70 + 0.

Ordered

• 370

• 703

• 730

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

730 = 7 hundreds + 3 tens + 0 ones = 700 + 30 + 0. 703 = 7 hundreds + 0 tens + 3 ones = 700 + 0 + 3. 370 = 3 hundreds + 7 tens + 0 ones = 300 + 70 + 0. Ascending order is 370, 703, 730. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

20: C20

Id

C20

Kind

quantity

Title

Quantity guide for a paper makerspace

Source

Fictional quantity card set: Quantity guide for a paper makerspace. first card states 120 labels; second card states 210 labels; third card states 201 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Choose a clear ordering or bundling instruction for these supplied label quantities. No physical labels are required. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 120

• 210

• 201

Unit

labels

Models

• 120 = 1 hundreds + 2 tens + 0 ones = 100 + 20 + 0.

• 210 = 2 hundreds + 1 tens + 0 ones = 200 + 10 + 0.

• 201 = 2 hundreds + 0 tens + 1 ones = 200 + 0 + 1.

Ordered

• 120

• 201

• 210

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

120 = 1 hundreds + 2 tens + 0 ones = 100 + 20 + 0. 210 = 2 hundreds + 1 tens + 0 ones = 200 + 10 + 0. 201 = 2 hundreds + 0 tens + 1 ones = 200 + 0 + 1. Ascending order is 120, 201, 210. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

Different guided

1: G61

Id

G61

Kind

map

Title

New story-desk map

Source

Fictional paper scene: New story-desk map. The grid has 3 columns, labelled A to C left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. story card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

3

Rows

3

Start

A3

Target

C1

Features

Story card

B2

Start

A3

Target

C1

Closed

Moves

1

• right

• 2

2

• up

• 2

Visited

• A3

• B3

• C3

• C2

• C1

Endpoint

C1

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A3, B3, C3, C2, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

2: G62

Id

G62

Kind

map

Title

New puppet-grid route

Source

Fictional paper scene: New puppet-grid route. The grid has 4 columns, labelled A to D left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D1; the target is at B3. puppet card is at A2. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

3

Start

D1

Target

B3

Features

Puppet card

A2

Start

D1

Target

B3

Closed

Moves

1

• left

• 2

2

• down

• 2

Visited

• D1

• C1

• B1

• B2

• B3

Endpoint

B3

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are D1, C1, B1, B2, B3. The supplied route ends at B3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

3: G63

Id

G63

Kind

map

Title

New art-map route choice

Source

Fictional paper scene: New art-map route choice. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B1; the target is at D4. art card is at A3. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 3 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

B1

Target

D4

Features

Art card

A3

Start

B1

Target

D4

Closed

Moves

1

• right

• 2

2

• down

• 3

Visited

• B1

• C1

• D1

• D2

• D3

• D4

Endpoint

D4

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are B1, C1, D1, D2, D3, D4. The supplied route ends at D4. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

4: G64

Id

G64

Kind

map

Title

New blocked-card route

Source

Fictional paper scene: New blocked-card route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. guide card is at D4. The closed cells are B3: neither enter nor pass through them. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

A3

Target

C1

Features

Guide card

D4

Start

A3

Target

C1

Closed

• B3

Moves

1

• up

• 2

2

• right

• 2

Visited

• A3

• A2

• A1

• B1

• C1

Endpoint

C1

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A3, A2, A1, B1, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

5: G65

Id

G65

Kind

map

Title

New fold-free map guide

Source

Fictional paper scene: New fold-free map guide. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at C2. name card is at B1. Every cell inside the grid is open. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

3

Rows

4

Start

A4

Target

C2

Features

Name card

B1

Start

A4

Target

C2

Closed

Moves

1

• up

• 2

2

• right

• 2

Visited

• A4

• A3

• A2

• B2

• C2

Endpoint

C2

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A4, A3, A2, B2, C2. The supplied route ends at C2. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

6: G66

Id

G66

Kind

quantity

Title

New model-label counts

Source

Fictional quantity card set: New model-label counts. first card states 205 labels; second card states 250 labels; third card states 502 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 205

• 250

• 502

Unit

labels

Models

• 205 = 2 hundreds + 0 tens + 5 ones = 200 + 0 + 5.

• 250 = 2 hundreds + 5 tens + 0 ones = 200 + 50 + 0.

• 502 = 5 hundreds + 0 tens + 2 ones = 500 + 0 + 2.

Ordered

• 205

• 250

• 502

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

205 = 2 hundreds + 0 tens + 5 ones = 200 + 0 + 5. 250 = 2 hundreds + 5 tens + 0 ones = 200 + 50 + 0. 502 = 5 hundreds + 0 tens + 2 ones = 500 + 0 + 2. Ascending order is 205, 250, 502. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

7: G67

Id

G67

Kind

quantity

Title

New line-label counts

Source

Fictional quantity card set: New line-label counts. first card states 890 labels; second card states 900 labels; third card states 910 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Equal ten-label ticks 880,890,900,910 are supplied. Then separately compare 999 with 1000 using 10 hundreds. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 890

• 900

• 910

Unit

labels

Models

• 890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0.

• 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0.

• 910 = 9 hundreds + 1 tens + 0 ones = 900 + 10 + 0.

Ordered

• 890

• 900

• 910

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0. 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0. 910 = 9 hundreds + 1 tens + 0 ones = 900 + 10 + 0. Ascending order is 890, 900, 910. Compare the first differing place from the highest place, rather than the last digit alone. Use the supplied four equally spaced ticks labelled 880, 890, 900, 910. They bound three equal ten-label intervals. The 890 card belongs at the second tick, 900 at the third and 910 at the fourth; 880 is a scale label. Moving one interval changes the count by ten labels. Count intervals separately from ticks. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

8: G68

Id

G68

Kind

quantity

Title

New same-quantity bundles

Source

Fictional quantity card set: New same-quantity bundles. first card states 504 labels; second card states 540 labels; third card states 405 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The alternative 4 hundreds,10 tens,4 ones has the same total as 504. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 504

• 540

• 405

Unit

labels

Models

• 504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4.

• 540 = 5 hundreds + 4 tens + 0 ones = 500 + 40 + 0.

• 405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5.

Ordered

• 405

• 504

• 540

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. 540 = 5 hundreds + 4 tens + 0 ones = 500 + 40 + 0. 405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. Ascending order is 405, 504, 540. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 504 = 4 hundreds + 10 tens + 4 ones = 400 + 100 + 4. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 4 ones. This gives the standard 5 hundreds, 0 tens and 4 ones. Both descriptions have the whole value 504; zero tens is a named place, not a missing unit.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

9: G69

Id

G69

Kind

quantity

Title

New wrong-digit claim

Source

Fictional quantity card set: New wrong-digit claim. first card states 308 labels; second card states 380 labels; third card states 803 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 308 is larger than 380 because the final 8 is larger than 0. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 308

• 380

• 803

Unit

labels

Models

• 308 = 3 hundreds + 0 tens + 8 ones = 300 + 0 + 8.

• 380 = 3 hundreds + 8 tens + 0 ones = 300 + 80 + 0.

• 803 = 8 hundreds + 0 tens + 3 ones = 800 + 0 + 3.

Ordered

• 308

• 380

• 803

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

308 = 3 hundreds + 0 tens + 8 ones = 300 + 0 + 8. 380 = 3 hundreds + 8 tens + 0 ones = 300 + 80 + 0. 803 = 8 hundreds + 0 tens + 3 ones = 800 + 0 + 3. Ascending order is 308, 380, 803. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

10: G70

Id

G70

Kind

quantity

Title

New tiny label-order guide

Source

Fictional quantity card set: New tiny label-order guide. first card states 615 labels; second card states 651 labels; third card states 516 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 615

• 651

• 516

Unit

labels

Models

• 615 = 6 hundreds + 1 tens + 5 ones = 600 + 10 + 5.

• 651 = 6 hundreds + 5 tens + 1 ones = 600 + 50 + 1.

• 516 = 5 hundreds + 1 tens + 6 ones = 500 + 10 + 6.

Ordered

• 516

• 615

• 651

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

615 = 6 hundreds + 1 tens + 5 ones = 600 + 10 + 5. 651 = 6 hundreds + 5 tens + 1 ones = 600 + 50 + 1. 516 = 5 hundreds + 1 tens + 6 ones = 500 + 10 + 6. Ascending order is 516, 615, 651. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

Third routes

1: R61

Id

R61

Kind

map

Title

Bookmark-post grid

Source

Fictional paper scene: Bookmark-post grid. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A2; the target is at C3. reader card is at B1; note card is at D4. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

A2

Target

C3

Features

Reader card

B1

Note card

D4

Start

A2

Target

C3

Closed

Moves

1

• right

• 2

2

• down

• 1

Visited

• A2

• B2

• C2

• C3

Endpoint

C3

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A2, B2, C2, C3. The supplied route ends at C3. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

2: R62

Id

R62

Kind

map

Title

Costume-card delivery

Source

Fictional paper scene: Costume-card delivery. The grid has 3 columns, labelled A to C left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C5; the target is at A2. colour-word card is at B4; scene card is at A5. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 2 cells left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

3

Rows

5

Start

C5

Target

A2

Features

Colour-word card

B4

Scene card

A5

Start

C5

Target

A2

Closed

Moves

1

• up

• 3

2

• left

• 2

Visited

• C5

• C4

• C3

• C2

• B2

• A2

Endpoint

A2

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are C5, C4, C3, C2, B2, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

3: R63

Id

R63

Kind

map

Title

Picture-caption path

Source

Fictional paper scene: Picture-caption path. The grid has 5 columns, labelled A to E left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at E1; the target is at B3. picture card is at C4; caption card is at A2. Every cell inside the grid is open. The supplied instruction is 3 cells left, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

5

Rows

4

Start

E1

Target

B3

Features

Picture card

C4

Caption card

A2

Start

E1

Target

B3

Closed

Moves

1

• left

• 3

2

• down

• 2

Visited

• E1

• D1

• C1

• B1

• B2

• B3

Endpoint

B3

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are E1, D1, C1, B1, B2, B3. The supplied route ends at B3. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

4: R64

Id

R64

Kind

map

Title

Closed-space sign plan

Source

Fictional paper scene: Closed-space sign plan. The grid has 4 columns, labelled A to D left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D2. spare sign is at B1; title card is at C5. The closed cells are B4: neither enter nor pass through them. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

5

Start

A4

Target

D2

Features

Spare sign

B1

Title card

C5

Start

A4

Target

D2

Closed

• B4

Moves

1

• right

• 3

2

• up

• 2

Visited

• A4

• B4

• C4

• D4

• D3

• D2

Endpoint

D2

Legal

False

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are A4, B4, C4, D4, D3, D2. The supplied route ends at D2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. A safe repair is up 2 cells A4→A3→A2, then right 3 cells through B2/C2 to D2.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

5: R65

Id

R65

Kind

map

Title

Guide for a tiny familiarised paper scene

Source

Fictional paper scene: Guide for a tiny familiarised paper scene. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at D1. paper-room card is at A2; choice card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Data

Columns

4

Rows

4

Start

B4

Target

D1

Features

Paper-room card

A2

Choice card

C3

Start

B4

Target

D1

Closed

Moves

1

• up

• 3

2

• right

• 2

Visited

• B4

• B3

• B2

• B1

• C1

• D1

Endpoint

D1

Legal

True

Invitation

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Worked

The successive marker cells are B4, B3, B2, B1, C1, D1. The supplied route ends at D1. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.

Unknown

An own route, checking words and any actual reader response remain open. No actual journey is claimed.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

6: R66

Id

R66

Kind

quantity

Title

Badge-guide quantities

Source

Fictional quantity card set: Badge-guide quantities. first card states 108 labels; second card states 180 labels; third card states 810 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 108

• 180

• 810

Unit

labels

Models

• 108 = 1 hundreds + 0 tens + 8 ones = 100 + 0 + 8.

• 180 = 1 hundreds + 8 tens + 0 ones = 100 + 80 + 0.

• 810 = 8 hundreds + 1 tens + 0 ones = 800 + 10 + 0.

Ordered

• 108

• 180

• 810

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

108 = 1 hundreds + 0 tens + 8 ones = 100 + 0 + 8. 180 = 1 hundreds + 8 tens + 0 ones = 100 + 80 + 0. 810 = 8 hundreds + 1 tens + 0 ones = 800 + 10 + 0. Ascending order is 108, 180, 810. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

7: R67

Id

R67

Kind

quantity

Title

Counts around six hundred

Source

Fictional quantity card set: Counts around six hundred. first card states 590 labels; second card states 600 labels; third card states 610 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied number-line ticks 590,600,610,620 are equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 590

• 600

• 610

Unit

labels

Models

• 590 = 5 hundreds + 9 tens + 0 ones = 500 + 90 + 0.

• 600 = 6 hundreds + 0 tens + 0 ones = 600 + 0 + 0.

• 610 = 6 hundreds + 1 tens + 0 ones = 600 + 10 + 0.

Ordered

• 590

• 600

• 610

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

590 = 5 hundreds + 9 tens + 0 ones = 500 + 90 + 0. 600 = 6 hundreds + 0 tens + 0 ones = 600 + 0 + 0. 610 = 6 hundreds + 1 tens + 0 ones = 600 + 10 + 0. Ascending order is 590, 600, 610. Compare the first differing place from the highest place, rather than the last digit alone. Use the supplied four equally spaced ticks labelled 590, 600, 610, 620. They bound three equal ten-label intervals. Place 590 at the first tick, 600 at the second and 610 at the third; 620 completes the scale. Moving one interval changes the count by ten labels, so positions and equal spacing support the comparison.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

8: R68

Id

R68

Kind

quantity

Title

Another bundle identity

Source

Fictional quantity card set: Another bundle identity. first card states 408 labels; second card states 480 labels; third card states 804 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied model 3 hundreds,10 tens,8 ones represents 408. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 408

• 480

• 804

Unit

labels

Models

• 408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8.

• 480 = 4 hundreds + 8 tens + 0 ones = 400 + 80 + 0.

• 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4.

Ordered

• 408

• 480

• 804

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8. 480 = 4 hundreds + 8 tens + 0 ones = 400 + 80 + 0. 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. Ascending order is 408, 480, 804. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 408 = 3 hundreds + 10 tens + 8 ones = 300 + 100 + 8. Exchange ten tens for one hundred: 3 hundreds and 10 tens become 4 hundreds and 0 tens; keep all 8 ones. This gives the standard 4 hundreds, 0 tens and 8 ones. Both descriptions have the whole value 408. Keep the zero-ten label and verify every represented unit.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

9: R69

Id

R69

Kind

quantity

Title

Check the final digit shortcut

Source

Fictional quantity card set: Check the final digit shortcut. first card states 405 labels; second card states 450 labels; third card states 504 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 405 is larger than 450 because 5 is larger than 0. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 405

• 450

• 504

Unit

labels

Models

• 405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5.

• 450 = 4 hundreds + 5 tens + 0 ones = 400 + 50 + 0.

• 504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4.

Ordered

• 405

• 450

• 504

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. 450 = 4 hundreds + 5 tens + 0 ones = 400 + 50 + 0. 504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. Ascending order is 405, 450, 504. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

10: R70

Id

R70

Kind

quantity

Title

Reader-ready kit labels

Source

Fictional quantity card set: Reader-ready kit labels. first card states 731 labels; second card states 713 labels; third card states 317 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Data

Values

• 731

• 713

• 317

Unit

labels

Models

• 731 = 7 hundreds + 3 tens + 1 ones = 700 + 30 + 1.

• 713 = 7 hundreds + 1 tens + 3 ones = 700 + 10 + 3.

• 317 = 3 hundreds + 1 tens + 7 ones = 300 + 10 + 7.

Ordered

• 317

• 713

• 731

Invitation

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Worked

731 = 7 hundreds + 3 tens + 1 ones = 700 + 30 + 1. 713 = 7 hundreds + 1 tens + 3 ones = 700 + 10 + 3. 317 = 3 hundreds + 1 tens + 7 ones = 300 + 10 + 7. Ascending order is 317, 713, 731. Compare the first differing place from the highest place, rather than the last digit alone.

Unknown

Own representations, checking explanation and any actual stock remain open.

Grant

Original written material © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0; provider material and learner work retain separate rights.

Home offers

1: H01

Id

H01

Day

61

Title

Toy-postcard delivery

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional paper scene: Toy-postcard delivery. Columns A to C run left to right; rows 1 to 3 run top to bottom. The 3 by 3 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A3; target C1. Every cell inside the grid is open. The proposed instruction is 2 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Mathematical data

Columns

3

Rows

3

Start

A3

Target

C1

Moves

1

• right

• 2

2

• up

• 2

Closed

Visited

• A3

• B3

• C3

• C2

• C1

Endpoint

C1

Legal

True

Invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

The proposed recorded positions are A3, B3, C3, C2, C1; final C1. It makes 4 one-cell moves, with 5 recorded positions including its start. It is legal and reaches the target.

Adult guided later source

Fictional paper scene: Toy-postcard delivery — separate later try. Columns A to C run left to right; rows 1 to 4 run top to bottom. The 3 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start C4; target A2. Every cell inside the grid is open. The proposed instruction is 2 cells up, then 2 cells left. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

3

Rows

4

Start

C4

Target

A2

Moves

1

• up

• 2

2

• left

• 2

Closed

Visited

• C4

• C3

• C2

• B2

• A2

Endpoint

A2

Legal

True

Guided invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Adult later possibility

The proposed recorded positions are C4, C3, C2, B2, A2; final A2. It makes 4 one-cell moves, with 5 recorded positions including its start. It is legal and reaches the target.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

2: H02

Id

H02

Day

62

Title

Quiet puppet theatre

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional paper scene: Quiet puppet theatre. Columns A to D run left to right; rows 1 to 3 run top to bottom. The 4 by 3 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start D3; target B1. Every cell inside the grid is open. The proposed instruction is 2 cells up, then 2 cells left. This is supplied fiction, not an observed journey or real-world distance.

Mathematical data

Columns

4

Rows

3

Start

D3

Target

B1

Moves

1

• up

• 2

2

• left

• 2

Closed

Visited

• D3

• D2

• D1

• C1

• B1

Endpoint

B1

Legal

True

Invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

The proposed recorded positions are D3, D2, D1, C1, B1; final B1. It makes 4 one-cell moves, with 5 recorded positions including its start. It is legal and reaches the target.

Adult guided later source

Fictional paper scene: Quiet puppet theatre — separate later try. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A4; target C1. Every cell inside the grid is open. The proposed instruction is 3 cells up, then 2 cells right. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

4

Rows

4

Start

A4

Target

C1

Moves

1

• up

• 3

2

• right

• 2

Closed

Visited

• A4

• A3

• A2

• A1

• B1

• C1

Endpoint

C1

Legal

True

Guided invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Adult later possibility

The proposed recorded positions are A4, A3, A2, A1, B1, C1; final C1. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

3: H03

Id

H03

Day

63

Title

Paper picnic messages

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional paper scene: Paper picnic messages. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A2; target D4. Every cell inside the grid is open. The proposed instruction is 3 cells right, then 2 cells down. This is supplied fiction, not an observed journey or real-world distance.

Mathematical data

Columns

4

Rows

4

Start

A2

Target

D4

Moves

1

• right

• 3

2

• down

• 2

Closed

Visited

• A2

• B2

• C2

• D2

• D3

• D4

Endpoint

D4

Legal

True

Invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

The proposed recorded positions are A2, B2, C2, D2, D3, D4; final D4. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Adult guided later source

Fictional paper scene: Paper picnic messages — separate later try. Columns A to E run left to right; rows 1 to 3 run top to bottom. The 5 by 3 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start B3; target E1. Every cell inside the grid is open. The proposed instruction is 3 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

5

Rows

3

Start

B3

Target

E1

Moves

1

• right

• 3

2

• up

• 2

Closed

Visited

• B3

• C3

• D3

• E3

• E2

• E1

Endpoint

E1

Legal

True

Guided invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Adult later possibility

The proposed recorded positions are B3, C3, D3, E3, E2, E1; final E1. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

4: H04

Id

H04

Day

64

Title

Secret-caption repair

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional paper scene: Secret-caption repair. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start B4; target D2. Closed cells: C4. Never enter or pass through them. The proposed instruction is 2 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Mathematical data

Columns

4

Rows

4

Start

B4

Target

D2

Moves

1

• right

• 2

2

• up

• 2

Closed

• C4

Visited

• B4

• C4

• D4

• D3

• D2

Endpoint

D2

Legal

False

Invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

The proposed recorded positions are B4, C4, D4, D3, D2; final D2. It makes 4 one-cell moves, with 5 recorded positions including its start. This geometric trace is not a legal journey: stop before a closed cell. A legal replacement must avoid it at every step. One legal replacement is 2 cells up, then 2 cells right; positions B4, B3, B2, C2, D2. Every listed position is inside the grid and open, and the final position is the target. Replay all entered positions to check the replacement; this is a proposed paper route, not an observed real journey.

Adult guided later source

Fictional paper scene: Secret-caption repair — separate later try. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A3; target D1. Closed cells: B3. Never enter or pass through them. The proposed instruction is 3 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

4

Rows

4

Start

A3

Target

D1

Moves

1

• right

• 3

2

• up

• 2

Closed

• B3

Visited

• A3

• B3

• C3

• D3

• D2

• D1

Endpoint

D1

Legal

False

Guided invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Adult later possibility

The proposed recorded positions are A3, B3, C3, D3, D2, D1; final D1. It makes 5 one-cell moves, with 6 recorded positions including its start. This geometric trace is not a legal journey: stop before a closed cell. A legal replacement must avoid it at every step. One legal replacement is 2 cells up, then 3 cells right; positions A3, A2, A1, B1, C1, D1. Every listed position is inside the grid and open, and the final position is the target. Replay all entered positions to check the replacement; this is a proposed paper route, not an observed real journey.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

5: H05

Id

H05

Day

65

Title

Tabletop treasure guide

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional paper scene: Tabletop treasure guide. Columns A to E run left to right; rows 1 to 4 run top to bottom. The 5 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start E4; target B1. Every cell inside the grid is open. The proposed instruction is 3 cells up, then 3 cells left. This is supplied fiction, not an observed journey or real-world distance.

Mathematical data

Columns

5

Rows

4

Start

E4

Target

B1

Moves

1

• up

• 3

2

• left

• 3

Closed

Visited

• E4

• E3

• E2

• E1

• D1

• C1

• B1

Endpoint

B1

Legal

True

Invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

The proposed recorded positions are E4, E3, E2, E1, D1, C1, B1; final B1. It makes 6 one-cell moves, with 7 recorded positions including its start. It is legal and reaches the target.

Adult guided later source

Fictional paper scene: Tabletop treasure guide — separate later try. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start D4; target A2. Every cell inside the grid is open. The proposed instruction is 3 cells left, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

4

Rows

4

Start

D4

Target

A2

Moves

1

• left

• 3

2

• up

• 2

Closed

Visited

• D4

• C4

• B4

• A4

• A3

• A2

Endpoint

A2

Legal

True

Guided invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Adult later possibility

The proposed recorded positions are D4, C4, B4, A4, A3, A2; final A2. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

6: H06

Id

H06

Day

66

Title

Maker-label cards

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional quantity cards: Maker-label cards. First 105 labels; second 150 labels; third 501 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Mathematical data

Values

• 105

• 150

• 501

Standard parts

1

• 1

• 0

• 5

2

• 1

• 5

• 0

3

• 5

• 0

• 1

Ordered

• 105

• 150

• 501

Invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

105 = 1 hundreds + 0 tens + 5 ones = 100 + 0 + 5. 150 = 1 hundreds + 5 tens + 0 ones = 100 + 50 + 0. 501 = 5 hundreds + 0 tens + 1 ones = 500 + 0 + 1. Least to greatest: 105, 150, 501. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Adult guided later source

Fictional quantity cards: Maker-label cards — separate later cards. First 206 labels; second 260 labels; third 602 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 206

• 260

• 602

Standard parts

1

• 2

• 0

• 6

2

• 2

• 6

• 0

3

• 6

• 0

• 2

Ordered

• 206

• 260

• 602

Guided invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Adult later possibility

206 = 2 hundreds + 0 tens + 6 ones = 200 + 0 + 6. 260 = 2 hundreds + 6 tens + 0 ones = 200 + 60 + 0. 602 = 6 hundreds + 0 tens + 2 ones = 600 + 0 + 2. Least to greatest: 206, 260, 602. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

7: H07

Id

H07

Day

67

Title

Sound-word index

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional quantity cards: Sound-word index. First 890 labels; second 900 labels; third 910 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Mathematical data

Values

• 890

• 900

• 910

Standard parts

1

• 8

• 9

• 0

2

• 9

• 0

• 0

3

• 9

• 1

• 0

Ordered

• 890

• 900

• 910

Invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0. 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0. 910 = 9 hundreds + 1 tens + 0 ones = 900 + 10 + 0. Least to greatest: 890, 900, 910. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Adult guided later source

Fictional quantity cards: Sound-word index — separate later cards. First 790 labels; second 800 labels; third 810 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 790

• 800

• 810

Standard parts

1

• 7

• 9

• 0

2

• 8

• 0

• 0

3

• 8

• 1

• 0

Ordered

• 790

• 800

• 810

Guided invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Adult later possibility

790 = 7 hundreds + 9 tens + 0 ones = 700 + 90 + 0. 800 = 8 hundreds + 0 tens + 0 ones = 800 + 0 + 0. 810 = 8 hundreds + 1 tens + 0 ones = 800 + 10 + 0. Least to greatest: 790, 800, 810. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

8: H08

Id

H08

Day

68

Title

Story-sticker packs

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional quantity cards: Story-sticker packs. First 406 labels; second 460 labels; third 604 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Mathematical data

Values

• 406

• 460

• 604

Standard parts

1

• 4

• 0

• 6

2

• 4

• 6

• 0

3

• 6

• 0

• 4

Ordered

• 406

• 460

• 604

Invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Least to greatest: 406, 460, 604. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Adult guided later source

Fictional quantity cards: Story-sticker packs — separate later cards. First 603 labels; second 630 labels; third 306 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 603

• 630

• 306

Standard parts

1

• 6

• 0

• 3

2

• 6

• 3

• 0

3

• 3

• 0

• 6

Ordered

• 306

• 603

• 630

Guided invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Adult later possibility

603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3. 630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0. 306 = 3 hundreds + 0 tens + 6 ones = 300 + 0 + 6. Least to greatest: 306, 603, 630. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

9: H09

Id

H09

Day

69

Title

Pretend train-label order

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional quantity cards: Pretend train-label order. First 309 labels; second 390 labels; third 903 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Mathematical data

Values

• 309

• 390

• 903

Standard parts

1

• 3

• 0

• 9

2

• 3

• 9

• 0

3

• 9

• 0

• 3

Ordered

• 309

• 390

• 903

Invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

309 = 3 hundreds + 0 tens + 9 ones = 300 + 0 + 9. 390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 903 = 9 hundreds + 0 tens + 3 ones = 900 + 0 + 3. Least to greatest: 309, 390, 903. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Adult guided later source

Fictional quantity cards: Pretend train-label order — separate later cards. First 508 labels; second 580 labels; third 805 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 508

• 580

• 805

Standard parts

1

• 5

• 0

• 8

2

• 5

• 8

• 0

3

• 8

• 0

• 5

Ordered

• 508

• 580

• 805

Guided invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Adult later possibility

508 = 5 hundreds + 0 tens + 8 ones = 500 + 0 + 8. 580 = 5 hundreds + 8 tens + 0 ones = 500 + 80 + 0. 805 = 8 hundreds + 0 tens + 5 ones = 800 + 0 + 5. Least to greatest: 508, 580, 805. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

10: H10

Id

H10

Day

70

Title

Our useful quantity guide

Purpose

Keep a useful small guide from a playful private paper job, in about 5–12 flexible minutes. Stopping is fine.

Complete source

Fictional quantity cards: Our useful quantity guide. First 712 labels; second 721 labels; third 127 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Mathematical data

Values

• 712

• 721

• 127

Standard parts

1

• 7

• 1

• 2

2

• 7

• 2

• 1

3

• 1

• 2

• 7

Ordered

• 127

• 712

• 721

Invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

First offer steps

• Offer the complete named home source, not an assumed classroom source. Read/hear all supplied labels together.

• Receive the learner’s first route/model and checking idea without showing adult possibilities.

• Choose paper, large objects, speech/sign/AAC or exact adult scribing. No printer or screen is required.

• Use the source to replay or compare the idea. Ask one checking question and keep the child’s exact response.

Adult teaching after own

712 = 7 hundreds + 1 tens + 2 ones = 700 + 10 + 2. 721 = 7 hundreds + 2 tens + 1 ones = 700 + 20 + 1. 127 = 1 hundreds + 2 tens + 7 ones = 100 + 20 + 7. Least to greatest: 127, 712, 721. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Adult guided later source

Fictional quantity cards: Our useful quantity guide — separate later cards. First 624 labels; second 642 labels; third 426 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 624

• 642

• 426

Standard parts

1

• 6

• 2

• 4

2

• 6

• 4

• 2

3

• 4

• 2

• 6

Ordered

• 426

• 624

• 642

Guided invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Adult later possibility

624 = 6 hundreds + 2 tens + 4 ones = 600 + 20 + 4. 642 = 6 hundreds + 4 tens + 2 ones = 600 + 40 + 2. 426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6. Least to greatest: 426, 624, 642. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Individual options

• Try just one position or two quantities before the complete job.

• Enlarge labels, reduce visual clutter, use tactile row/column or place-value labels, or direct someone to move.

• After teaching, use the whole different later source in this named home offer as explicitly named here; this is a new home offer, not an unlabelled classroom example.

Observe

Look for a supported source-specific route/value explanation. Record mathematical help and leave unseen parts open; enjoyment or finishing is not mastery.

Local option

With agreement, make a small map of an actual tabletop arrangement or count a permitted safe collection. Date that observation, name its exact unit/labels and revise the full source/model/prompts together. Do not publish a child’s room, address or work. Fiction stays a complete alternative.

Privacy

Home participation and reader feedback are voluntary. Keep work privately. No purchase, outing, public upload, real stock or actual travel is required.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

Larger projects

1: X01

Id

X01

Day

61

Title

Pocket map for a willing reader

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional paper scene: Toy-postcard delivery. Columns A to C run left to right; rows 1 to 3 run top to bottom. The 3 by 3 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A3; target C1. Every cell inside the grid is open. The proposed instruction is 2 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Launch mathematical data

Columns

3

Rows

3

Start

A3

Target

C1

Moves

1

• right

• 2

2

• up

• 2

Closed

Visited

• A3

• B3

• C3

• C2

• C1

Endpoint

C1

Legal

True

Launch invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

The proposed recorded positions are A3, B3, C3, C2, C1; final C1. It makes 4 one-cell moves, with 5 recorded positions including its start. It is legal and reaches the target.

Complete different guided source

Fictional paper scene: Toy-postcard delivery — separate later try. Columns A to C run left to right; rows 1 to 4 run top to bottom. The 3 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start C4; target A2. Every cell inside the grid is open. The proposed instruction is 2 cells up, then 2 cells left. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

3

Rows

4

Start

C4

Target

A2

Moves

1

• up

• 2

2

• left

• 2

Closed

Visited

• C4

• C3

• C2

• B2

• A2

Endpoint

A2

Legal

True

Guided offer

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Guided staff possible

The proposed recorded positions are C4, C3, C2, B2, A2; final A2. It makes 4 one-cell moves, with 5 recorded positions including its start. It is legal and reaches the target.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

2: X02

Id

X02

Day

62

Title

A robot without a robot

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional paper scene: Quiet puppet theatre. Columns A to D run left to right; rows 1 to 3 run top to bottom. The 4 by 3 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start D3; target B1. Every cell inside the grid is open. The proposed instruction is 2 cells up, then 2 cells left. This is supplied fiction, not an observed journey or real-world distance.

Launch mathematical data

Columns

4

Rows

3

Start

D3

Target

B1

Moves

1

• up

• 2

2

• left

• 2

Closed

Visited

• D3

• D2

• D1

• C1

• B1

Endpoint

B1

Legal

True

Launch invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

The proposed recorded positions are D3, D2, D1, C1, B1; final B1. It makes 4 one-cell moves, with 5 recorded positions including its start. It is legal and reaches the target.

Complete different guided source

Fictional paper scene: Quiet puppet theatre — separate later try. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A4; target C1. Every cell inside the grid is open. The proposed instruction is 3 cells up, then 2 cells right. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

4

Rows

4

Start

A4

Target

C1

Moves

1

• up

• 3

2

• right

• 2

Closed

Visited

• A4

• A3

• A2

• A1

• B1

• C1

Endpoint

C1

Legal

True

Guided offer

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Guided staff possible

The proposed recorded positions are A4, A3, A2, A1, B1, C1; final C1. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

3: X03

Id

X03

Day

63

Title

Two routes, one destination

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional paper scene: Paper picnic messages. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A2; target D4. Every cell inside the grid is open. The proposed instruction is 3 cells right, then 2 cells down. This is supplied fiction, not an observed journey or real-world distance.

Launch mathematical data

Columns

4

Rows

4

Start

A2

Target

D4

Moves

1

• right

• 3

2

• down

• 2

Closed

Visited

• A2

• B2

• C2

• D2

• D3

• D4

Endpoint

D4

Legal

True

Launch invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

The proposed recorded positions are A2, B2, C2, D2, D3, D4; final D4. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Complete different guided source

Fictional paper scene: Paper picnic messages — separate later try. Columns A to E run left to right; rows 1 to 3 run top to bottom. The 5 by 3 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start B3; target E1. Every cell inside the grid is open. The proposed instruction is 3 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

5

Rows

3

Start

B3

Target

E1

Moves

1

• right

• 3

2

• up

• 2

Closed

Visited

• B3

• C3

• D3

• E3

• E2

• E1

Endpoint

E1

Legal

True

Guided offer

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Guided staff possible

The proposed recorded positions are B3, C3, D3, E3, E2, E1; final E1. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

4: X04

Id

X04

Day

64

Title

Repair a blocked-paper shortcut

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional paper scene: Secret-caption repair. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start B4; target D2. Closed cells: C4. Never enter or pass through them. The proposed instruction is 2 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Launch mathematical data

Columns

4

Rows

4

Start

B4

Target

D2

Moves

1

• right

• 2

2

• up

• 2

Closed

• C4

Visited

• B4

• C4

• D4

• D3

• D2

Endpoint

D2

Legal

False

Launch invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

The proposed recorded positions are B4, C4, D4, D3, D2; final D2. It makes 4 one-cell moves, with 5 recorded positions including its start. This geometric trace is not a legal journey: stop before a closed cell. A legal replacement must avoid it at every step. One legal replacement is 2 cells up, then 2 cells right; positions B4, B3, B2, C2, D2. Every listed position is inside the grid and open, and the final position is the target. Replay all entered positions to check the replacement; this is a proposed paper route, not an observed real journey.

Complete different guided source

Fictional paper scene: Secret-caption repair — separate later try. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start A3; target D1. Closed cells: B3. Never enter or pass through them. The proposed instruction is 3 cells right, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

4

Rows

4

Start

A3

Target

D1

Moves

1

• right

• 3

2

• up

• 2

Closed

• B3

Visited

• A3

• B3

• C3

• D3

• D2

• D1

Endpoint

D1

Legal

False

Guided offer

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Guided staff possible

The proposed recorded positions are A3, B3, C3, D3, D2, D1; final D1. It makes 5 one-cell moves, with 6 recorded positions including its start. This geometric trace is not a legal journey: stop before a closed cell. A legal replacement must avoid it at every step. One legal replacement is 2 cells up, then 3 cells right; positions A3, A2, A1, B1, C1, D1. Every listed position is inside the grid and open, and the final position is the target. Replay all entered positions to check the replacement; this is a proposed paper route, not an observed real journey.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

5: X05

Id

X05

Day

65

Title

A mini atlas of a chosen scene

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional paper scene: Tabletop treasure guide. Columns A to E run left to right; rows 1 to 4 run top to bottom. The 5 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start E4; target B1. Every cell inside the grid is open. The proposed instruction is 3 cells up, then 3 cells left. This is supplied fiction, not an observed journey or real-world distance.

Launch mathematical data

Columns

5

Rows

4

Start

E4

Target

B1

Moves

1

• up

• 3

2

• left

• 3

Closed

Visited

• E4

• E3

• E2

• E1

• D1

• C1

• B1

Endpoint

B1

Legal

True

Launch invitation

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

The proposed recorded positions are E4, E3, E2, E1, D1, C1, B1; final B1. It makes 6 one-cell moves, with 7 recorded positions including its start. It is legal and reaches the target.

Complete different guided source

Fictional paper scene: Tabletop treasure guide — separate later try. Columns A to D run left to right; rows 1 to 4 run top to bottom. The 4 by 4 grid has equal cells. One move reaches one neighbouring cell, with no diagonals. Up/down refer to this page’s top/bottom, not a person’s facing direction. Start D4; target A2. Every cell inside the grid is open. The proposed instruction is 3 cells left, then 2 cells up. This is supplied fiction, not an observed journey or real-world distance.

Guided data

Columns

4

Rows

4

Start

D4

Target

A2

Moves

1

• left

• 3

2

• up

• 2

Closed

Visited

• D4

• C4

• B4

• A4

• A3

• A2

Endpoint

A2

Legal

True

Guided offer

Make a complete route a reader could follow. Name its start, target, directions and a checking reason. A different legal route is welcome.

Guided staff possible

The proposed recorded positions are D4, C4, B4, A4, A3, A2; final A2. It makes 5 one-cell moves, with 6 recorded positions including its start. It is legal and reaches the target.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

6: X06

Id

X06

Day

66

Title

A three-digit gallery

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional quantity cards: Maker-label cards. First 105 labels; second 150 labels; third 501 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Launch mathematical data

Values

• 105

• 150

• 501

Standard parts

1

• 1

• 0

• 5

2

• 1

• 5

• 0

3

• 5

• 0

• 1

Ordered

• 105

• 150

• 501

Launch invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

105 = 1 hundreds + 0 tens + 5 ones = 100 + 0 + 5. 150 = 1 hundreds + 5 tens + 0 ones = 100 + 50 + 0. 501 = 5 hundreds + 0 tens + 1 ones = 500 + 0 + 1. Least to greatest: 105, 150, 501. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Complete different guided source

Fictional quantity cards: Maker-label cards — separate later cards. First 206 labels; second 260 labels; third 602 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 206

• 260

• 602

Standard parts

1

• 2

• 0

• 6

2

• 2

• 6

• 0

3

• 6

• 0

• 2

Ordered

• 206

• 260

• 602

Guided offer

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Guided staff possible

206 = 2 hundreds + 0 tens + 6 ones = 200 + 0 + 6. 260 = 2 hundreds + 6 tens + 0 ones = 200 + 60 + 0. 602 = 6 hundreds + 0 tens + 2 ones = 600 + 0 + 2. Least to greatest: 206, 260, 602. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

7: X07

Id

X07

Day

67

Title

A boundary number-line booklet

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make a labelled number-line booklet or equivalent two-panel oral/tactile guide that helps a reader locate the supplied quantities, use equal intervals and check the stated 999-to-1000 boundary.

Complete launch source

Fictional quantity cards: Sound-word index. First 890 labels; second 900 labels; third 910 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order. For a two-page boundary booklet, the first page uses five equally spaced ticks labelled 880,890,900,910,920 from left to right, each interval worth ten labels. The separate boundary page uses equally spaced one-label ticks 998,999,1000. Compare 999 with 1000 and explain what changes when one label is added to 999; this is a supplied mathematical representation, not counted real stock.

Launch mathematical data

Values

• 890

• 900

• 910

Standard parts

1

• 8

• 9

• 0

2

• 9

• 0

• 0

3

• 9

• 1

• 0

Ordered

• 890

• 900

• 910

Number line ticks

• 880

• 890

• 900

• 910

• 920

Interval value

10

Boundary line ticks

• 998

• 999

• 1000

Boundary addition

From

999

Added

1

Result

1000

Launch invitation

Make a two-page number-line booklet, or two spoken/tactile panels. Place all three supplied quantity cards on the first labelled line, where each interval represents ten labels; use the second line, where each interval represents one label, to explain the 999-to-1000 boundary. Give a complete source-based checking reason.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build two paper pages, two tactile panels or two dictated/AAC descriptions. Page one has the complete given equal-interval line and each supplied card position; page two has the declared 998/999/1000 line. Keep the learner’s first marks or words before the staff product.

• Check equal spacing and the value of one interval on page one. On page two manually represent 999, add one unit and direct each value-preserving exchange. A willing reader may replay these precise steps; record only actual permitted feedback, otherwise keep the test proposed.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0. 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0. 910 = 9 hundreds + 1 tens + 0 ones = 900 + 10 + 0. Least to greatest: 890, 900, 910. Compare from the highest differing place; a last digit alone cannot override an earlier place. A complete first number-line page has equally spaced ticks 880, 890, 900, 910, 920. They bound four ten-label intervals. The supplied cards 890, 900, 910 are at the second, third and fourth ticks. A reader can move one interval and see the change of ten labels. The separate boundary page has ticks 998, 999, 1000: two one-label intervals. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required. Keep both pages/panels labelled with the whole source and fixed unit; oral directions, tactile tick labels or exact directed scribing can carry the same information.

Complete different guided source

Fictional quantity cards: Sound-word index — separate later cards. First 790 labels; second 800 labels; third 810 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order. For a two-page boundary booklet, the first page uses five equally spaced ticks labelled 780,790,800,810,820 from left to right, each interval worth ten labels. The separate boundary page uses equally spaced one-label ticks 998,999,1000. Compare 999 with 1000 and explain what changes when one label is added to 999; this is a supplied mathematical representation, not counted real stock.

Guided data

Values

• 790

• 800

• 810

Standard parts

1

• 7

• 9

• 0

2

• 8

• 0

• 0

3

• 8

• 1

• 0

Ordered

• 790

• 800

• 810

Number line ticks

• 780

• 790

• 800

• 810

• 820

Interval value

10

Boundary line ticks

• 998

• 999

• 1000

Boundary addition

From

999

Added

1

Result

1000

Guided offer

Make a two-page number-line booklet, or two spoken/tactile panels. Place all three supplied quantity cards on the first labelled line, where each interval represents ten labels; use the second line, where each interval represents one label, to explain the 999-to-1000 boundary. Give a complete source-based checking reason.

Guided staff possible

790 = 7 hundreds + 9 tens + 0 ones = 700 + 90 + 0. 800 = 8 hundreds + 0 tens + 0 ones = 800 + 0 + 0. 810 = 8 hundreds + 1 tens + 0 ones = 800 + 10 + 0. Least to greatest: 790, 800, 810. Compare from the highest differing place; a last digit alone cannot override an earlier place. A complete first number-line page has equally spaced ticks 780, 790, 800, 810, 820. They bound four ten-label intervals. The supplied cards 790, 800, 810 are at the second, third and fourth ticks. A reader can move one interval and see the change of ten labels. The separate boundary page has ticks 998, 999, 1000: two one-label intervals. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required. Keep both pages/panels labelled with the whole source and fixed unit; oral directions, tactile tick labels or exact directed scribing can carry the same information.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

8: X08

Id

X08

Day

68

Title

A regrouping flip guide

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make a two-view flip/fold or equivalent tactile/oral regrouping guide that demonstrates two declared groupings of the same whole, with fixed 100/10/1 values, named zero places and a replayable value-preserving exchange.

Complete launch source

Fictional quantity cards: Story-sticker packs. First 406 labels; second 460 labels; third 604 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order. For a two-view flip guide, a separate supplied grouping for 406 is 3 hundreds, 10 tens and 6 ones. Each hundred has value 100, each ten value 10 and each one value 1. Compare this grouping with the standard description of the same 406; retain the other two quantity cards for the stated ordering check.

Launch mathematical data

Values

• 406

• 460

• 604

Standard parts

1

• 4

• 0

• 6

2

• 4

• 6

• 0

3

• 6

• 0

• 4

Ordered

• 406

• 460

• 604

Alternative first parts

• 3

• 10

• 6

Launch invitation

Make a flip/fold guide or a paired spoken/tactile description for 406. Label the standard and the supplied alternative grouping with their fixed unit values. Show an explained exchange that keeps the whole unchanged; keep zero places named and the original three-card ordering available.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Make two connected paper faces or equivalent paired tactile/oral/AAC views for the first supplied quantity. Name hundreds, tens and ones on each, including zero places. Keep the whole numeral and fixed 100/10/1 unit values visible or spoken.

• Direct an actual manual exchange of ten tens for one hundred, or one hundred for ten tens in reverse. Recount the represented whole on both views and retain the original three-card ordering. Record only a willing reader’s actual permitted feedback; a planned check stays proposed.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Least to greatest: 406, 460, 604. Compare from the highest differing place; a last digit alone cannot override an earlier place. The supplied alternative is 406 = 3 hundreds + 10 tens + 6 ones = 300 + 100 + 6. A complete flip guide labels one view 4 hundreds, 0 tens and 6 ones, and its other view 3 hundreds, 10 tens and 6 ones. Both views show the whole 406. Exchange ten tens for one hundred to return to the standard view; keep every one and the zero-ten label. In the reverse direction, exchange exactly one hundred for ten tens, then check the same whole value. Use two folded paper faces, two labelled cards, tactile bundle labels or paired spoken/sign/AAC accounts; a helper moves or scribes only as directed. A useful reader check compares the whole and every fixed-value group, not how many pieces of paper are visible.

Complete different guided source

Fictional quantity cards: Story-sticker packs — separate later cards. First 603 labels; second 630 labels; third 306 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order. For a two-view flip guide, a separate supplied grouping for 603 is 5 hundreds, 10 tens and 3 ones. Each hundred has value 100, each ten value 10 and each one value 1. Compare this grouping with the standard description of the same 603; retain the other two quantity cards for the stated ordering check.

Guided data

Values

• 603

• 630

• 306

Standard parts

1

• 6

• 0

• 3

2

• 6

• 3

• 0

3

• 3

• 0

• 6

Ordered

• 306

• 603

• 630

Alternative first parts

• 5

• 10

• 3

Guided offer

Make a flip/fold guide or a paired spoken/tactile description for 603. Label the standard and the supplied alternative grouping with their fixed unit values. Show an explained exchange that keeps the whole unchanged; keep zero places named and the original three-card ordering available.

Guided staff possible

603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3. 630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0. 306 = 3 hundreds + 0 tens + 6 ones = 300 + 0 + 6. Least to greatest: 306, 603, 630. Compare from the highest differing place; a last digit alone cannot override an earlier place. The supplied alternative is 603 = 5 hundreds + 10 tens + 3 ones = 500 + 100 + 3. A complete flip guide labels one view 6 hundreds, 0 tens and 3 ones, and its other view 5 hundreds, 10 tens and 3 ones. Both views show the whole 603. Exchange ten tens for one hundred to return to the standard view; keep every one and the zero-ten label. In the reverse direction, exchange exactly one hundred for ten tens, then check the same whole value. Use two folded paper faces, two labelled cards, tactile bundle labels or paired spoken/sign/AAC accounts; a helper moves or scribes only as directed. A useful reader check compares the whole and every fixed-value group, not how many pieces of paper are visible.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

9: X09

Id

X09

Day

69

Title

Spot-the-value-error cards

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional quantity cards: Pretend train-label order. First 309 labels; second 390 labels; third 903 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Launch mathematical data

Values

• 309

• 390

• 903

Standard parts

1

• 3

• 0

• 9

2

• 3

• 9

• 0

3

• 9

• 0

• 3

Ordered

• 309

• 390

• 903

Launch invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

309 = 3 hundreds + 0 tens + 9 ones = 300 + 0 + 9. 390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 903 = 9 hundreds + 0 tens + 3 ones = 900 + 0 + 3. Least to greatest: 309, 390, 903. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Complete different guided source

Fictional quantity cards: Pretend train-label order — separate later cards. First 508 labels; second 580 labels; third 805 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 508

• 580

• 805

Standard parts

1

• 5

• 0

• 8

2

• 5

• 8

• 0

3

• 8

• 0

• 5

Ordered

• 508

• 580

• 805

Guided offer

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Guided staff possible

508 = 5 hundreds + 0 tens + 8 ones = 500 + 0 + 8. 580 = 5 hundreds + 8 tens + 0 ones = 500 + 80 + 0. 805 = 8 hundreds + 0 tens + 5 ones = 800 + 0 + 5. Least to greatest: 508, 580, 805. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

10: X10

Id

X10

Day

70

Title

A private label-order display

Time

15–30 adjustable minutes or several short offers; optional project, not required homework.

Purpose

Make something a willing reader could actually use: a replayable paper route guide or a complete quantity/order card with a checking reason.

Complete launch source

Fictional quantity cards: Our useful quantity guide. First 712 labels; second 721 labels; third 127 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Launch mathematical data

Values

• 712

• 721

• 127

Standard parts

1

• 7

• 1

• 2

2

• 7

• 2

• 1

3

• 1

• 2

• 7

Ordered

• 127

• 712

• 721

Launch invitation

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Own first

• Choose one job and explain who might use the guide. A fictional reader or solo rehearsal is fine.

• Receive own source-specific route or representation before adult worked support.

• Build/dictate a complete guide with a legend, full quantities or directions and one checking reason.

• Use the stated source to replay/check. If a willing real reader tries it, record their actual words/actions with permission; otherwise keep it as a proposed test.

• Change one explained feature and keep both chosen versions manually. Recheck the full source after any change.

After own model

712 = 7 hundreds + 1 tens + 2 ones = 700 + 10 + 2. 721 = 7 hundreds + 2 tens + 1 ones = 700 + 20 + 1. 127 = 1 hundreds + 2 tens + 7 ones = 100 + 20 + 7. Least to greatest: 127, 712, 721. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Complete different guided source

Fictional quantity cards: Our useful quantity guide — separate later cards. First 624 labels; second 642 labels; third 426 labels. Each number counts the same kind of label, not prices or observed stock. A hundred has the value of ten tens; a ten has the value of ten ones. Represent whole quantities, compare their places and explain an order.

Guided data

Values

• 624

• 642

• 426

Standard parts

1

• 6

• 2

• 4

2

• 6

• 4

• 2

3

• 4

• 2

• 6

Ordered

• 426

• 624

• 642

Guided offer

Make a useful quantity guide: show each whole value, choose an order and explain a check. Keep zero places labelled.

Guided staff possible

624 = 6 hundreds + 2 tens + 4 ones = 600 + 20 + 4. 642 = 6 hundreds + 4 tens + 2 ones = 600 + 40 + 2. 426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6. Least to greatest: 426, 624, 642. Compare from the highest differing place; a last digit alone cannot override an earlier place.

Make it yours

• Swap the story purpose while preserving source quantities/positions, or declare/recheck a complete new source.

• Use marks, oral directions, sign/AAC or a tactile model. No polished handwriting or digital art criterion.

• Make a larger paper guide, a quiet one-card version or an optional new challenge with explicitly new values.

Review

A useful product has complete known source information, a supported route/value/check and truthful open reader outcomes. Quality of drawing or public sharing is not mathematical evidence.

Own blank

Job

Empty own space.

Source known

Empty own space.

Goal

Empty own space.

Model

Empty own space.

Method

Empty own space.

Result

Empty own space.

Check

Empty own space.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

Ordinary blank worksheets

1: W01

Id

W01

Day

61

Title

My route or quantity guide

Complete source

Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Linked context

C01

Invite

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

2: W02

Id

W02

Day

62

Title

My route or quantity guide

Complete source

Fictional paper scene: Art label station. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at E2. brush card is at A1; display card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Linked context

C03

Invite

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

3: W03

Id

W03

Day

63

Title

My route or quantity guide

Complete source

Fictional paper scene: Two routes to a reading corner. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at C3. title card is at D4; bookmark card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Linked context

C05

Invite

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

4: W04

Id

W04

Day

64

Title

My route or quantity guide

Complete source

Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Linked context

C07

Invite

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

5: W05

Id

W05

Day

65

Title

My route or quantity guide

Complete source

Fictional paper scene: Story-guide delivery. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at B1. front-cover card is at A2; story-title card is at B3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 1 cell left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Linked context

C09

Invite

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

6: W06

Id

W06

Day

66

Title

My route or quantity guide

Complete source

Fictional quantity card set: Mini-zine label orders. first card states 214 labels; second card states 241 labels; third card states 412 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The task is to represent, compare or order these stated quantities and give a checking reason.

Linked context

C11

Invite

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

7: W07

Id

W07

Day

67

Title

My route or quantity guide

Complete source

Fictional quantity card set: Label counts around four hundred. first card states 390 labels; second card states 400 labels; third card states 410 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. An extra number-line guide states 390,400,410,420 in this order, with equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.

Linked context

C13

Invite

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

8: W08

Id

W08

Day

68

Title

My route or quantity guide

Complete source

Fictional quantity card set: One whole, two bundle descriptions. first card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds,10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.

Linked context

C15

Invite

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

9: W09

Id

W09

Day

69

Title

My route or quantity guide

Complete source

Fictional quantity card set: Which place has the six?. first card states 460 labels; second card states 406 labels; third card states 604 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 406 is more than 460 because the last digit 6 is larger than 0. Decide whether that reason supports the actual quantities. The task is to represent, compare or order these stated quantities and give a checking reason.

Linked context

C17

Invite

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.

10: W10

Id

W10

Day

70

Title

My route or quantity guide

Complete source

Fictional quantity card set: Guide for two label plans. first card states 730 labels; second card states 703 labels; third card states 370 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A supplied number line has 700,710,720,730,740 with equal ten-label intervals.703 lies between 700 and 710;730 is a labelled tick. The task is to represent, compare or order these stated quantities and give a checking reason.

Linked context

C19

Invite

Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.

Spaces

1: job

Id

job

Label

My useful job

Own response

Empty own space.

2: source_known

Id

source_known

Label

Known source words

Own response

Empty own space.

3: goal

Id

goal

Label

What my reader needs

Own response

Empty own space.

4: model

Id

model

Label

My model or marks

Own response

Empty own space.

5: method

Id

method

Label

My steps

Own response

Empty own space.

6: result

Id

result

Label

My result

Own response

Empty own space.

7: check

Id

check

Label

My check

Own response

Empty own space.

Literal role

Ordinary practice paper, not a held four-prompt task. Full source and all seven genuine blanks; no staff solution on child paper. Attach extra drawings or child-directed scribing as desired.

Access

Speak/sign/AAC/point or use large/tactile marks with an exact helper. Source reading is distinct from a mathematical hint.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY4.0 for prose, fiction, prospective original visuals/alternatives and written scripts; separate provider and learner rights.