25 minutes · AC9MFN04 (partial) · educator review pending
Success: Child moves each of ten objects into exactly one of two parts, names/counts both parts, and recombines them to show the same ten. Recognising a part up to five without counting is welcomed where accessible, not required for an inaccessible visual route.
Prepare: ten large counters per pair, one whole mat and two part mats from print aids, T02/T05/T08. Keep extra counters away from the mat.
- Retrieve, 3 min. Fill the ten-frame from Day 52. Say, “This is one whole ten.”
- Model, 5 min. Use T02. Move six counters to A and four to B, leaving none in the whole start box. Say, “Six and four are parts of the same ten. I did not make new counters.” Recombine into the frame and count ten.
- Split challenge, 10 min. Partners use T05 (7 and 3) and T08 (10 and 0), then invent a distinct split. After each, they state A, B and whole, swap mats, and prove every counter is used once. Teacher focuses on three learners and asks, “Where is zero in this split?”
- Fresh check, 4 min. Put six of a fresh ten into A; child puts the remaining objects into B and shows the total. A second check, if ready, starts with nine in A.
- Close, 3 min. Name a valid new split and recombine. Key: T02 6/4, T05 7/3, T08 10/0; fresh check 6/4, extension 9/1; all wholes ten.
If the child counts whole and parts as thirty objects: Physically move, never copy, counters from the whole to parts and back. Access and record: Use raised mat boundaries, spoken part names, AAC labels or adult placement by child direction. Record which split, whether all pieces stayed accounted for, and whether prompting was needed.