# Ten practical lessons and complete activity choices 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.