# Paper-folder quantities ## Id N14 ## Original component D-first-Q2 ## Target criterion Correctly compares 507 and 570, reporting 570 as greater and explaining the highest place where their values differ. ## New job title Paper-folder quantities ## Source Fictional label quantities: Paper-folder quantities. First card: 532 labels. Second card: 523 labels. Third card: 352 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 4 hundreds, 13 tens and 2 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 ### Source Fictional label quantities: Paper-folder quantities. First card: 532 labels. Second card: 523 labels. Third card: 352 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 4 hundreds, 13 tens and 2 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. ### Values - 532 - 523 - 352 ### Alternative first parts - 4 - 13 - 2 ### Claim ### Models - 532 = 5 hundreds + 3 tens + 2 ones = 500 + 30 + 2. - 523 = 5 hundreds + 2 tens + 3 ones = 500 + 20 + 3. - 352 = 3 hundreds + 5 tens + 2 ones = 300 + 50 + 2. ### Ordered - 352 - 523 - 532 ## Invitation Compare the first and second whole quantities and explain the highest differing place. ## Teacher moves Read both complete quantities on Paper-folder quantities. First recover the value of the non-standard first model. Compare the highest place whose value differs; lower-place digits cannot override it. Model a checking reason, then receive a different pair without the earlier comparison answer. ## Worked possible response 532 is greater. 532 = 5 hundreds + 3 tens + 2 ones = 500 + 30 + 2. 523 = 5 hundreds + 2 tens + 3 ones = 500 + 20 + 3. ## Guided source Fictional label quantities: Paper-folder quantities—new guided cards. First card: 462 labels. Second card: 426 labels. Third card: 246 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 3 hundreds, 16 tens and 2 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 ### Source Fictional label quantities: Paper-folder quantities—new guided cards. First card: 462 labels. Second card: 426 labels. Third card: 246 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 3 hundreds, 16 tens and 2 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. ### Values - 462 - 426 - 246 ### Alternative first parts - 3 - 16 - 2 ### Claim ### Models - 462 = 4 hundreds + 6 tens + 2 ones = 400 + 60 + 2. - 426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6. - 246 = 2 hundreds + 4 tens + 6 ones = 200 + 40 + 6. ### Ordered - 246 - 426 - 462 ## Guided invitation Compare the first and second whole quantities and explain the highest differing place. ## Guided staff possible response 462 is greater. 462 = 4 hundreds + 6 tens + 2 ones = 400 + 60 + 2. 426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 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 Reports the correct greater whole and a highest-differing-place reason. ## 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.