# Map-sign quantities ## Id N12 ## Original component C-first-Q4 ## Target criterion Rejects equal value from matching digit sets: 304 and 340 assign tens/ones different values and are unequal. ## New job title Map-sign quantities ## Source Fictional label quantities: Map-sign quantities. First card: 704 labels. Second card: 740 labels. Third card: 407 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “704 and 740 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ## Mathematical data ### Source Fictional label quantities: Map-sign quantities. First card: 704 labels. Second card: 740 labels. Third card: 407 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “704 and 740 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ### Values - 704 - 740 - 407 ### Alternative first parts Not supplied. ### Claim 704 and 740 have the same value because both use three digits. ### Models - 704 = 7 hundreds + 0 tens + 4 ones = 700 + 0 + 4. - 740 = 7 hundreds + 4 tens + 0 ones = 700 + 40 + 0. - 407 = 4 hundreds + 0 tens + 7 ones = 400 + 0 + 7. ### Ordered - 407 - 704 - 740 ## Invitation Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid. ## Teacher moves Read the actual helper claim in Map-sign quantities. Build the complete place values before deciding. Contrast digit length with whole numerical value; show which place differs and why the two actual quantities are unequal. Do not reward agreement with a teacher without the checking evidence. ## Worked possible response Three-digit length alone does not establish equal quantity: 704 = 7 hundreds + 0 tens + 4 ones = 700 + 0 + 4. 740 = 7 hundreds + 4 tens + 0 ones = 700 + 40 + 0. ## Guided source Fictional label quantities: Map-sign quantities—new guided cards. First card: 603 labels. Second card: 630 labels. Third card: 306 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “603 and 630 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ## Guided data ### Source Fictional label quantities: Map-sign quantities—new guided cards. First card: 603 labels. Second card: 630 labels. Third card: 306 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “603 and 630 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open. ### Values - 603 - 630 - 306 ### Alternative first parts Not supplied. ### Claim 603 and 630 have the same value because both use three digits. ### Models - 603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3. - 630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0. - 306 = 3 hundreds + 0 tens + 6 ones = 300 + 0 + 6. ### Ordered - 306 - 603 - 630 ## Guided invitation Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid. ## Guided staff possible response Three-digit length alone does not establish equal quantity: 603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3. 630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0. ## 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 Addresses the exact supplied helper statement with complete relevant place values and a supported conclusion. ## 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.