# Day 75 — Same idea, new story

**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](print-aids.md), P03 and P11 as familiar station cards; the held-out `F-P1` check (whole ten, A two) from [print aids](print-aids.md), ten counters and [assessment guide](assessment.md). Select three focus learners for a short close observation; others use familiar partner stations.

1. **Retrieve, 3 min.** Ask, “When do we start with a whole? When do we start with parts?” Show empty A/B/whole spaces.
2. **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.
3. **Stations and focus checks, 10 min.** Partners work familiar P01/P03/P11. Teacher gives each of three focus learners `F-P1` with 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.
4. **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](assessment.md); schedule missing learners later.
5. **Close, 3 min.** Ask for the held-out key after objects are shown. **Key:** `F-P1` 2+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.