N13 · Art-kit indexYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N13

Id

N13

Original component

D-first-Q1

Target criterion

The full model [4, 10, 7] gives 507; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted.

New job title

Art-kit index

Source

Fictional label quantities: Art-kit index. First card: 614 labels. Second card: 641 labels. Third card: 416 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 11 tens and 4 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Invitation

Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping.

Teacher moves

On separate work for Art-kit index, name one hundred as ten tens and one ten as ten ones. Unpack one hundred into ten tens in the whole alternative model; recount value rather than number of drawn symbols. Restore the standard grouping and verify the whole remains equal. Let the learner explain a different complete representation before recording help.

Worked possible response

5 hundreds + 11 tens + 4 ones = 500 + 110 + 4 = 614; 614 = 6 hundreds + 1 ten + 4 ones = 600 + 10 + 4.

Guided source

Fictional label quantities: Art-kit index—new guided cards. First card: 715 labels. Second card: 751 labels. Third card: 517 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 11 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Guided invitation

Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping.

Guided staff possible response

6 hundreds + 11 tens + 5 ones = 600 + 110 + 5 = 715; 715 = 7 hundreds + 1 ten + 5 ones = 700 + 10 + 5.

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

Recovers the same whole from all non-standard groups and verifies an equivalent standard model.

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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