25 minutes · AC9MFN03; AC9MFN01 review · educator review pending
Success: Child counts each set to 20 by moving every object once, states each total, and uses the two totals to explain which set has more or fewer. Today's evidence is counting; pairing is introduced separately tomorrow.
Prepare: labelled A/B trays, 12 counters in A and 14 in B for C01, counted/uncounted regions and number cards 0–20. Keep teacher quantities out of child view. Have a new 11/12 set for the check.
- Retrieve, 3 min. Show a ten-frame filled from Week 11, then add two outside it. Ask, “What is the whole number now?” Count ten and two as twelve if needed.
- Model, 5 min. Move each C01 A counter from an uncounted to counted region: one word for one movement. Say, “The last word, twelve, names all of A.” Count B similarly to fourteen. Ask, “Which number comes later, twelve or fourteen? What does that tell us here?”
- Try and explain, 10 min. Pairs reset C01, then C03 (16/18). One counts A, the other counts B; they swap and cross-check totals. Teacher closely observes three learners, asking them to show which objects have and have not yet been counted.
- Fresh check, 4 min. Give a new loose arrangement: A=11, B=12. Child counts each and states “B has more; A has fewer,” with the recorded quantities. Hide numeral cards until after the count.
- Close, 3 min. Ask what the last count word tells us. Key: C01 12/14, B more; C03 16/18, B more; fresh 11/12, B more. Spacing alone is not evidence.
If a counter is skipped or counted twice: Move each piece across a boundary once and restart, then use the final word as total. Access and record: Use grippable or tactile objects, adult movement under child direction, sign/AAC, a quiet location or a smaller 6/8 access probe. Write the actual sets and prompts; a smaller probe does not show the at-least-20 scope.