# Day 29 — Parts up to ten

**25 minutes · AC9MFN04 (partition and combine eight, nine and ten), AC9MFN02 (recognise parts up to five); partial practice · educator review pending**

**Success:** The child uses two parts to build a named whole of eight, nine or ten, then combines the same objects to check it. Parts up to five can be recognised from familiar layouts; larger parts can be counted.

**Prepare per pair:** ten counters, two five-frames or part spaces, cards 8/9/10 and the [part-whole mat](print-aids.md).

1. **Retrieve, 3 min.** Show five and two as two parts. Ask for the whole and count to confirm seven.
2. **Model, 6 min.** Place five in A and three in B. “Five and three are eight; count all to check.” Add one to B: five and four are nine. Add one more: five and five are ten. Use the same counters, one new counter at each step, and match the whole card each time.
3. **Guided game, 9 min.** Partners split eight pretend tool cards between trays, nine floor-spot cards between dance rows, then ten block cards between containers. Model 5/3, 5/4 and 5/5 first; children may make other valid splits. Ask “Which objects are in each part? Have we used all of the whole?” Swap roles.
4. **Fresh try, 4 min.** Give exactly ten uncounted counters. “Make ten, then show two parts. Name or show both parts, and combine them to check.” For a smaller route, use eight or the child's last secure whole.
5. **Check, 3 min.** Show five in A and four in B, then add one to B. **Key:** first whole 9, then 10; 5+3 makes 8, 5+4 makes 9, 5+5 makes 10. Other correct two-part splits are accepted.

**If the child assumes all splits must be 5 and something:** Demonstrate ten as six and four by moving one of five from B to A; count the six-part rather than asking it to be subitised. If an object is in both parts or left in the whole space, physically sort each exactly once before recording a split.

**Access and record:** Use large tactile pieces, raised part spaces, high-contrast whole cards, spoken descriptions or partner movement directed by the child. Record the chosen whole, two parts, recombination, how parts were known and any prompt.