Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.
D-first neutral own job · staff judgementYear 2 Maths · T2 W13–14 · Teacher · Teacher / Assessment / D first
Actual source reading may familiarise the paper scene neutrally. Record actual instruction/support and teach before using a component. Later is a new offer after a real teaching interval; no universal familiarity or progress is claimed.
Whole neutral source
Fictional label quantities: First bundle comparison. First card: 507 labels. Second card: 570 labels. Third card: 470 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 4 hundreds, 10 tens and 7 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “The first alternative has value 417.” Use the whole values to represent, compare or order them. Own responses remain open.
D-first-Q1
Use the complete supplied alternative first-card model to find and represent its whole quantity. Explain why its grouping keeps that value.
Criterion
The full model [4, 10, 7] gives 507; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted.
After-own staff possibility
4 hundreds + 10 tens + 7 ones = 400 + 100 + 7 = 507; 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7.
Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.
D-first-Q2
Compare the first and second full quantities. Which is greater? Give a place-value reason.
Criterion
Correctly compares 507 and 570, reporting 570 as greater and explaining the highest place where their values differ.
After-own staff possibility
570 is greater; 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.
Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.
D-first-Q3
Order all three stated quantities from least to greatest and show a checking reason.
Criterion
Orders 470, 507, 570 using full values, with a place-value or correctly placed number-line check; units remain labels.
After-own staff possibility
470, 507, 570; 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.
Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.
D-first-Q4
Is the supplied helper claim supported? Explain the actual value of the relevant places or groups.
Criterion
Rejects the actual helper claim and recovers 507 from all stated groups; the numeral/model place values, including the zero, support the explanation.
After-own staff possibility
4 hundreds+10 tens+7 ones =400+100+7=507, not 417.
Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.
Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.
- Exact neutral source
- Four own responses
- Exact four-question paper
- Matched neutral vector · Complete terms
- Matched full text alternative · Complete terms
- Readable full alternative
- Separate ordinary seven-heading paper
About this resource
Reviewed source editionSource review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.
Labels and search exclusions are distribution guidance; they do not authenticate or restrict access.
Exact source: 0e9e1310af692ed50b964f1fe9004e197302f332 · 2026-10-15. Source edition, roles and hashes
Complete source and licence companions
Keep these complete conditions with PDF, SVG, text and ZIP copies. PDFs use the complete separate source and licence companions below; the downloadable packets keep their declared companions.