# Make a quantity guide a reader can use Current generated source edition; original unpiloted timing and teaching limits remain. ## 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 ten + 5 ones = 600 + 10 + 5. 651 = 6 hundreds + 5 tens + 1 one = 600 + 50 + 1. 516 = 5 hundreds + 1 ten + 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 #### Minutes 0–3 #### Action Name the useful job and receive a first own idea from the whole ordinary source. #### Minutes 3–9 #### Action On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account. #### Minutes 9–15 #### Action Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints. #### Minutes 15–22 #### Action Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed. #### Minutes 22–25 #### Action Receive one fresh component from an eligible neutral family or a new changed full source before its staff model. #### Minutes 25–29 #### Action Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable. ## Routes #### 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. #### 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 hundred + 2 tens + 0 ones = 100 + 20 + 0. 210 = 2 hundreds + 1 ten + 0 ones = 200 + 10 + 0. 201 = 2 hundreds + 0 tens + 1 one = 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. #### 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 one = 700 + 30 + 1. 713 = 7 hundreds + 1 ten + 3 ones = 700 + 10 + 3. 317 = 3 hundreds + 1 ten + 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 ### Source known ### Goal ### Model ### Method ### Result ### Check ## Status Dated original planning status (13 October2026): Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.