# Day 22 — Same objects, new shape

**25 minutes · AC9MFN01 and AC9MFN03 (representation and quantifying to 20); partial practice · educator review pending**

**Success:** The child recognises that moving the same objects into a new layout does not change their number and verifies by counting when needed.

**Prepare per pair:** 18 large counters, two ten-frames, two mats, numeral cards and [count strip](print-aids.md). Keep a clear boundary so no pieces are silently added or lost.

1. **Retrieve, 3 min.** Count ten in a frame. Slide the filled frame across the table. Ask, “Did we add or take away any?”
2. **Model, 6 min.** Count 14 objects in a compact group. Spread the same 14 into a long row. Say, “It looks longer, but I moved the same objects. I predict the count stays fourteen. Let us check.” Recount once. State that the *layout* changed and the *quantity* stayed the same.
3. **Guided game, 9 min.** Partners build 18 paper ticket markers in one row, then rearrange them into two pretend theatre sections. Count before and after. Alternatives: 13 playground markers in a circle and line, or 16 art labels on one board and then two boards. Swap who rearranges.
4. **Fresh try, 4 min.** Present 12 objects tightly grouped. Child counts. Spread those same objects while they watch. “More, fewer or the same number? Show how you know.”
5. **Check, 3 min.** Return the 12 to a frame; count to verify. **Key:** 14 remains 14; 18 remains 18; the independent 12 remains 12. Shape and spacing alone do not alter a count.

**If the child says the longer row has more:** Pair each object with its earlier place or count both layouts, keeping all pieces visible. Ask what would actually make the amount increase: adding an object. If an object is lost while rearranging, acknowledge that the count *did* change and restore it before testing the layout idea.

**Access and record:** Use tactile mat edges, large pieces, verbal description of “close” and “spread,” or child-directed partner movement. Record the before/after response, verification strategy and any cue. Do not score visual appearance as a learner deficit.