25 minutes · AC9MFN01 (14–15 representation and order), AC9MFN03 (count and compare 14/15); partial practice · educator review pending
Success today: The child builds and counts 14 and 15, links the whole numerals 14 and 15 to those quantities, and demonstrates that 15 is one more than 14.
Prepare per pair: two ten-frames, 15 counters, cards 12–15, path. Place four counters ready only for the teacher model; provide the child's objects as an uncounted pile. See print-aids.md.
- Reconnect, 3 min. Show 12 and 13 on the path. Ask which comes after 13; accept a prediction and promise to test it with objects.
- Model, 6 min. Fill a first frame and four places of the second. “Ten and four more are fourteen. I can count every object to check.” Show
14. Add one: “Now the second frame has five. Ten and five more are fifteen.” Count the whole set and show15. Ask whether adding one changed the amount by one or by ten. - Play: makerspace parts, 9 min. A pretend maker needs 14 pieces for one model and 15 for another; partners build and label both with different large objects or drawings. Variants: 14 labels for a gallery and 15 for a second display; 14 cones for a sports shed and 15 for another. The child may invent a new safe setting.
- Independent try, 4 min. Mix
13,14,15. Ask the child to choose14, make it, then add one object and choose the new numeral. No counting cue is given until after the try. - Check and close, 3 min. “Which is more, fourteen or fifteen? Prove it with a frame, count or number path.” Key: 15 is more by one; the order is
13, 14, 15.
If 14 is built as four objects only: Keep the full ten physically beside the four and ask, “Are these all in our order?” Count across the two frames. If a child starts at 11 when counting a new 14-object loose set without an identified ten, model a full count from one; ten-and-more is a structure to verify, not permission to assume a group of ten that has not been checked.
Access and record: Offer a raised or enlarged double frame, moveable large objects, spoken descriptions and partner placement directed by the child. Record 14 and 15 builds, numeral choices, counting route, one-more reasoning and prompts used.