25 minutes · AC9MFN01 review; AC9MFN03 · educator review pending
Success: Child selects counting, pairing or both to compare new fictional paper plant drawings, gives two totals to 20 and uses an observed mathematical reason. This is a record of the paper model, not a dated observation of a garden.
Prepare: L04 A17/B20 paper counters on imaginary plant pages, L07 A19/B20 paper marks on imaginary sapling maps, A/B mats, numerals 17, 19, 20. New check: A16/B19 leaf-shaped paper pieces. Put name labels on the two pages; no location or collection date is implied.
- Retrieve, 3 min. Show two differently spaced rows of three; ask whether space changes a count. Transfer that idea to paper drawings.
- Model, 5 min. Choose L04. State a strategy before moving: “I will count each page, then pair to see what remains.” Count A seventeen and B twenty, pair seventeen, and show three B unmatched. Explain B has more paper symbols.
- Child-chosen route, 10 min. Pairs work L07. One may pair first, the other count first. Each records
A __; B __; more/equal __; evidence __on plain-text aid. Teacher asks three focus learners why their chosen strategy is dependable and checks the final numeral against the objects. - Fresh check, 4 min. Give A16/B19 in an unfamiliar layout. Child compares, states quantities and B more, showing three unmatched or a reliable count-based reason.
- Close, 3 min. Children label the record “imagined paper model.” Key: L04 17/20, B more by three unmatched; L07 19/20, B more by one; fresh 16/19, B more by three. No real-world plant-growth conclusion is warranted.
If the child writes 20 because the row reaches the end of the page: Recount by moving symbols to a counted zone; check numeral after the physical count. Access and record: Dictated, AAC or tactile record is equal access; a school-approved virtual arrangement may provide optional transfer. Note the actual model, strategy and prompt, not a science score.