N15 · Garden-name displayYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N15

Id

N15

Original component

D-first-Q3

Target criterion

Orders 470, 507, 570 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Garden-name display

Source

Fictional label quantities: Garden-name display. First card: 219 labels. Second card: 291 labels. Third card: 912 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 1 hundred, 11 tens and 9 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

Order all three quantities from least to greatest and explain one checking reason.

Teacher moves

Use all three whole quantities from Garden-name display, with labels as their common unit. Compare each pair from the highest differing place; place the least card first, the middle next and greatest last. Explain why the middle quantity is above one and below the other. A table or words can replace physical card moving.

Worked possible response

Least to greatest: 219, 291, 912. 219 = 2 hundreds + 1 ten + 9 ones = 200 + 10 + 9. 291 = 2 hundreds + 9 tens + 1 one = 200 + 90 + 1. 912 = 9 hundreds + 1 ten + 2 ones = 900 + 10 + 2.

Guided source

Fictional label quantities: Garden-name display—new guided cards. First card: 328 labels. Second card: 382 labels. Third card: 823 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 2 hundreds, 12 tens and 8 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

Order all three quantities from least to greatest and explain one checking reason.

Guided staff possible response

Least to greatest: 328, 382, 823. 328 = 3 hundreds + 2 tens + 8 ones = 300 + 20 + 8. 382 = 3 hundreds + 8 tens + 2 ones = 300 + 80 + 2. 823 = 8 hundreds + 2 tens + 3 ones = 800 + 20 + 3.

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

Orders all three full quantities correctly and explains the middle relation.

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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