25 minutes · AC9MFN04 (formative transfer) · educator review pending
Success: Child chooses a part-whole tool for a fresh story, accounts for each object once, and can demonstrate a different valid split of the same whole. The teacher records a concrete next step.
Prepare: P01, P03 and P11 as familiar station cards; the held-out F-P1 check (whole ten, A two) from print aids, ten counters and assessment guide. Select three focus learners for a short close observation; others use familiar partner stations.
- Retrieve, 3 min. Ask, “When do we start with a whole? When do we start with parts?” Show empty A/B/whole spaces.
- Model, 5 min. With six counters, show A one and B five, recombine, then show A two/B four using the same six. Say, “A different split did not make a different whole.” This six-item model is not the held-out check.
- Stations and focus checks, 10 min. Partners work familiar P01/P03/P11. Teacher gives each of three focus learners
F-P1with ten new counters: “Two are in A. Show the other part and the whole.” Ask for a second split if the first is secure. Keep the exact access format/prompt in the record. - Private next move, 4 min. Children choose a drawing, counters, AAC or short dictated explanation of one split. Teacher records focus evidence and next step in assessment.md; schedule missing learners later.
- Close, 3 min. Ask for the held-out key after objects are shown. Key:
F-P12+8=10; a second valid split can be 4+6, 5+5 or another disjoint pair totalling ten; familiar P01 3/5/8, P03 6/4/10, P11 6/3/9.
If the child gives a memorised number without a model: Offer a fresh rearrangement and ask them to move the same pieces. Access and record: Use raised mat, large objects, quiet/directive partner help, sign/AAC; separate an access action from a mathematical cue. One correct split is useful evidence, not full achievement.