Goal: represent 10 as two parts and explain that arrangements do not change the whole. Codes: AC9MFN04, AC9MFN01. Prepare: ten counters and two labelled trays.
- Retrieve · 3 min. Ask which is greater, 14 or 12, using a ten-frame if needed.
- Model · 5 min. Split ten into 6 and 4, then 5 and 5. Count all ten each time. “The parts changed; no counter was added or removed from the whole.”
- Guide · 5 min. Child makes 8 and 2, slides together and checks ten. If a counter falls, pause and restore the exact collection.
- Independent · 7 min. Child chooses a new split of ten, records both parts with marks/digital tiles and proves total ten by one-to-one count or an accurate known composition.
- Explain · 3 min. Show two layouts of the same ten. Ask whether a long row has more than a compact group; expected same if one-to-one matches.
- Exit · 2 min. Show seven and three; expect whole 10. Tomorrow use fresh parts if the child relied on copying.