Put quantities on a lineYear 2 Maths · T2 W13–14 · Teacher · Teacher / Day 67

Useful outcome

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

Start with actual learning

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.

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.

Whole 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.

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

Different guided try

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.

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

A flexible teaching session

1. 0–3 Name the useful job and receive a first own idea from the whole ordinary source.
2. 3–9 On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.
3. 9–15 Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.
4. 15–22 Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.
5. 22–25 Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.
6. 25–29 Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

These are unpiloted adjustable timings. Choose one route; a shorter offer, rest or return is welcome.

Choice · Label counts around four hundred

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.

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

1. Receive a first idea with no supplied solution.
2. Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

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

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.

• Open this learner route

Choice · Just before one thousand

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.

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

1. Receive a first idea with no supplied solution.
2. Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

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

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.

• Open this learner route

Choice · Counts around six hundred

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.

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

1. Receive a first idea with no supplied solution.
2. Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

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

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.

• Open this learner route

Notice and teach next

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

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.

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

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