25 minutes · AC9MFN01 (16–17 representation and order), AC9MFN03 (count and compare 16/17); partial practice · educator review pending
Success today: The child makes 16 and 17, matches each to its numeral, counts each object once, and demonstrates that 17 is one more than 16.
Prepare per pair: two ten-frames, 17 counters, cards 15–17 and number path; see print-aids.md. Give counters from an uncounted container.
- Reconnect, 3 min. Show 15 as a full ten and five more. Ask what happens if one object is added. Let a child place it and count to 16.
- Model, 6 min. Build 16 as ten and six more; show whole card
16and count all objects. Add one object to show 17 and card17. Say, “There are not seventeen because I see a1and a7; there are seventeen because our count and frame show seventeen.” Point out the one-object difference, then order15, 16, 17. - Play: gallery labels, 9 min. Partners receive a pretend request for 16 labels on two display boards, then 17. One builds; one checks and selects the numeral, then swap. Variants: 16/17 rhythm markers for a music room or 16/17 paper pieces for a robotics model. No specialist equipment is needed.
- Independent try, 4 min. Mix cards
15, 16, 17; ask, “Build sixteen from this loose pile and choose its card. Now make seventeen with the smallest change.” Observe before suggesting the frame. - Check and close, 3 min. Show ten objects plus seven. “How many? Which comes before it?” Key: 17; 16 comes before 17;
15, 16, 17is the order.
If the child treats the six in 16 as the whole total: Point to the full ten and six more, then count the entire collection. If they double-count when moving from the first frame to the second, touch or move each object exactly once and pause after ten before continuing to eleven.
Access and record: Use a raised frame, large/tactile cards, spoken count, grippable pieces or a partner who acts only on the child's directions. Record independent 16 and 17 builds, whole-card matching, one-more strategy and cues. The child may show the reasoning without speaking.