N31 · Map-mark label quantitiesYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N31

Id

N31

Original component

D-later-Q3

Target criterion

Orders 508, 580, 805 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Map-mark label quantities

Source

Fictional label quantities: Map-mark label quantities. First card: 317 labels. Second card: 371 labels. Third card: 713 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, 11 tens and 7 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 Map-mark label quantities, 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: 317, 371, 713. 317 = 3 hundreds + 1 ten + 7 ones = 300 + 10 + 7. 371 = 3 hundreds + 7 tens + 1 one = 300 + 70 + 1. 713 = 7 hundreds + 1 ten + 3 ones = 700 + 10 + 3.

Guided source

Fictional label quantities: Map-mark label quantities—new guided cards. First card: 452 labels. Second card: 425 labels. Third card: 245 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, 15 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

Guided invitation

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

Guided staff possible response

Least to greatest: 245, 425, 452. 245 = 2 hundreds + 4 tens + 5 ones = 200 + 40 + 5. 425 = 4 hundreds + 2 tens + 5 ones = 400 + 20 + 5. 452 = 4 hundreds + 5 tens + 2 ones = 400 + 50 + 2.

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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