N16 · Zero in a sound-word guideYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N16

Id

N16

Original component

D-first-Q4

Target criterion

Rejects the actual helper claim and recovers 507 from all stated groups; the numeral/model place values, including the zero, support the explanation.

New job title

Zero in a sound-word guide

Source

Fictional label quantities: Zero in a sound-word guide. First card: 609 labels. Second card: 690 labels. Third card: 960 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, 10 tens and 9 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “609 means 6 hundreds and 9 tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

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 Zero in a sound-word guide. Build the complete place values before deciding. Keep the zero place labelled and distinguish tens from ones. Write the value of the claimed model alongside the actual first quantity, so the changed place value is explicit. Do not reward agreement with a teacher without the checking evidence.

Worked possible response

The first numeral 609 has 6 hundreds, 0 tens, 9 ones. 609 = 6 hundreds + 0 tens + 9 ones = 600 + 0 + 9. The claimed 6 hundreds and 9 tens would instead total 690; it changes the place/value of the ones.

Guided source

Fictional label quantities: Zero in a sound-word guide—new guided cards. First card: 705 labels. Second card: 750 labels. Third card: 570 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, 10 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “705 means 7 hundreds and 5 tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

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

The first numeral 705 has 7 hundreds, 0 tens, 5 ones. 705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5. The claimed 7 hundreds and 5 tens would instead total 750; it changes the place/value of the ones.

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

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