N12 · 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.