Check the comparison reasonYear 2 Maths · T2 W13–14 · Teacher · Teacher / Day 69

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: 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.

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

Different guided try

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.

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 · Which place has the six?

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.

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 · Zeros change the place

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.

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 · Check the final digit shortcut

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.

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

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.

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.