N09 · Workshop guide cardsYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N09

Id

N09

Original component

C-first-Q1

Target criterion

Represents 304 as 3 hundreds, 0 tens, 4 ones; names 300, 0, 4 as their values.

New job title

Workshop guide cards

Source

Fictional label quantities: Workshop guide cards. First card: 708 labels. Second card: 780 labels. Third card: 807 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Invitation

Represent the first-card quantity in hundreds, tens and ones and name each part’s value.

Teacher moves

On separate work for Workshop guide cards, name one hundred as ten tens and one ten as ten ones. Build each digit’s standard value, retaining a zero as an empty place, not as an omitted label. Let the learner explain a different complete representation before recording help.

Worked possible response

708 = 7 hundreds + 0 tens + 8 ones = 700 + 0 + 8.

Guided source

Fictional label quantities: Workshop guide cards—new guided cards. First card: 506 labels. Second card: 560 labels. Third card: 650 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Guided invitation

Represent the first-card quantity in hundreds, tens and ones and name each part’s value.

Guided staff possible response

506 = 5 hundreds + 0 tens + 6 ones = 500 + 0 + 6.

Receive own steps

Read/hear the whole new source and name the actual requested job.

Receive the learner’s own idea in their usual communication before the staff response.

Teach the precise relationship using the separate complete model; name mathematical hints.

Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly represents the first whole and explains all three place values.

Observe and next

Record the exact relationship available in the response and the help, leaving absent evidence open. If it is missing, repeat that same relationship on a smaller complete source. If secure, change the scene/quantity or representation explicitly; do not infer annual mastery.

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

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