# Stage-name order ## Id N30 ## Original component D-later-Q2 ## Target criterion Correctly compares 508 and 580, reporting 580 as greater and explaining the highest place where their values differ. ## New job title Stage-name order ## Source Fictional label quantities: Stage-name order. First card: 725 labels. Second card: 752 labels. Third card: 527 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, 12 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. ## Mathematical data ### Source Fictional label quantities: Stage-name order. First card: 725 labels. Second card: 752 labels. Third card: 527 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, 12 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. ### Values - 725 - 752 - 527 ### Alternative first parts - 6 - 12 - 5 ### Claim ### Models - 725 = 7 hundreds + 2 tens + 5 ones = 700 + 20 + 5. - 752 = 7 hundreds + 5 tens + 2 ones = 700 + 50 + 2. - 527 = 5 hundreds + 2 tens + 7 ones = 500 + 20 + 7. ### Ordered - 527 - 725 - 752 ## Invitation Compare the first and second whole quantities and explain the highest differing place. ## Teacher moves Read both complete quantities on Stage-name order. 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 752 is greater. 725 = 7 hundreds + 2 tens + 5 ones = 700 + 20 + 5. 752 = 7 hundreds + 5 tens + 2 ones = 700 + 50 + 2. ## Guided source Fictional label quantities: Stage-name order—new guided cards. First card: 638 labels. Second card: 683 labels. Third card: 836 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, 13 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 ### Source Fictional label quantities: Stage-name order—new guided cards. First card: 638 labels. Second card: 683 labels. Third card: 836 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, 13 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. ### Values - 638 - 683 - 836 ### Alternative first parts - 5 - 13 - 8 ### Claim ### Models - 638 = 6 hundreds + 3 tens + 8 ones = 600 + 30 + 8. - 683 = 6 hundreds + 8 tens + 3 ones = 600 + 80 + 3. - 836 = 8 hundreds + 3 tens + 6 ones = 800 + 30 + 6. ### Ordered - 638 - 683 - 836 ## Guided invitation Compare the first and second whole quantities and explain the highest differing place. ## Guided staff possible response 683 is greater. 638 = 6 hundreds + 3 tens + 8 ones = 600 + 30 + 8. 683 = 6 hundreds + 8 tens + 3 ones = 600 + 80 + 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 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.