N28 · Hundreds and tens on a game label
Id
N28
Original component
C-later-Q4
Target criterion
Rejects equal value from matching digit sets: 620 and 602 assign tens/ones different values and are unequal.
New job title
Hundreds and tens on a game label
Source
Fictional label quantities: Hundreds and tens on a game label. 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. A helper says: “705 and 750 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: Hundreds and tens on a game label. 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. A helper says: “705 and 750 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open.
Values
705
750
570
Alternative first parts
Not supplied.
Claim
705 and 750 have the same value because both use three digits.
Models
705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5.
750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0.
570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.
Ordered
570
705
750
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 Hundreds and tens on a game label. 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: 705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5. 750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0.
Guided source
Fictional label quantities: Hundreds and tens on a game label—new guided cards. First card: 804 labels. Second card: 840 labels. Third card: 408 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “804 and 840 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: Hundreds and tens on a game label—new guided cards. First card: 804 labels. Second card: 840 labels. Third card: 408 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “804 and 840 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open.
Values
804
840
408
Alternative first parts
Not supplied.
Claim
804 and 840 have the same value because both use three digits.
Models
804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4.
840 = 8 hundreds + 4 tens + 0 ones = 800 + 40 + 0.
408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8.
Ordered
408
804
840
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: 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. 840 = 8 hundreds + 4 tens + 0 ones = 800 + 40 + 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.