# Workshop guide cards ## 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 ### 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. ### Values - 708 - 780 - 807 ### Alternative first parts Not supplied. ### Claim ### Models - 708 = 7 hundreds + 0 tens + 8 ones = 700 + 0 + 8. - 780 = 7 hundreds + 8 tens + 0 ones = 700 + 80 + 0. - 807 = 8 hundreds + 0 tens + 7 ones = 800 + 0 + 7. ### Ordered - 708 - 780 - 807 ## 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 ### 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. ### Values - 506 - 560 - 650 ### Alternative first parts Not supplied. ### Claim ### Models - 506 = 5 hundreds + 0 tens + 6 ones = 500 + 0 + 6. - 560 = 5 hundreds + 6 tens + 0 ones = 500 + 60 + 0. - 650 = 6 hundreds + 5 tens + 0 ones = 600 + 50 + 0. ### Ordered - 506 - 560 - 650 ## 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 Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.