# Day 13 — Fourteen and fifteen

**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](print-aids.md).

1. **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.
2. **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 show `15`. Ask whether adding one changed the amount by one or by ten.
3. **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.
4. **Independent try, 4 min.** Mix `13`, `14`, `15`. Ask the child to choose `14`, make it, then add one object and choose the new numeral. No counting cue is given until after the try.
5. **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.