Publication record
- Original publication period
- January–June 2025
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Comparing multi-digit numbers requires learners to coordinate number words, base-ten structure, symbolic notation, and spatial magnitude. These demands become more visible when instruction is delivered through a learner's familiar language while formal mathematical symbols remain shared across languages. This conceptual article analyzes an Ilokano Grade 3 Strategic Intervention Material on comparing numbers up to 10,000 and reorganizes its place-value charts, relation symbols, number lines, guided tasks, assessments, and enrichment activities into a language-responsive representational sequence. The sequence moves from contextual language to decomposed quantity, aligned place value, relational symbol, and number-line position. Analysis identifies productive design features as well as mathematical statements that require editorial correction before classroom reuse. A five-phase scaffold and teacher questioning protocol are proposed to help learners explain why one number is greater than, less than, or equal to another. The article offers a source-grounded framework for improving conceptual coherence without claiming unmeasured gains in achievement.