25 minutes · AC9MFN03 (count and compare 11–20 with reasoning), AC9MFN01 (numeral and order support); partial practice · educator review pending
Success today: The child compares sets up to 20 even when the smaller set is spread out, and shows a count, pairing or number-path reason. Equal sets are included.
Prepare per pair: two mats, 40 counters total, four ten-frames, cards 11–20 and the comparison strip. Put 16 objects in a long row and 19 objects close together.
- Reconnect, 3 min. Point to 16 and 19 on the path. Ask which comes later, then ask whether a row's length could change the amount without adding objects.
- Model, 6 min. Show spread-out 16 and bunched 19. Say, “This row is longer, but I need the number of objects. I count sixteen here and nineteen there. Nineteen is more. Pairing shows three left over in the nineteen set.” Rearrange the 16 without changing its count and ask what stayed the same.
- Play: scene switch, 9 min. Partners make 18 paper cards and 20 container cards for a pretend recycling centre, compare, then make 14 screw cards and 14 washer cards for a repair café. Swap roles. Other choices: 17 cinema seats versus 19 tickets, or 20 stars versus 18 telescope cards. Ask for a count or pairing reason every time.
- Independent try, 4 min. Give 19 small counters spread out and 16 larger counters clustered together. “Which set has more? Show me how you know.” Then ask whether two sets of 20 in different arrangements are equal if time allows.
- Check and close, 3 min. Show 18 and 20 on frames. “Which has fewer, and how many objects would make the counts the same?” Key: 19 > 16 by three; 20 > 18 by two; 14 = 14; 17 < 19; 18 < 20; the independent 19 set has more than 16; 18 needs two more to match 20.
If the child relies on size or spread: Use identically sized counters or pair each object, keeping set boundaries clear. Ask whether the count changed after rearrangement. If counting past ten slips, use a checked full ten-frame and move each remaining object once while saying 11 onward.
Access and record: Offer two tactile mat boundaries, grippable pieces, a spoken/tactile number path, AAC more/fewer/same, or adult movement directed by the child. Record the pair, relation, exact explanation and cue; a correct guess without a reason needs a fresh check.