Goal: match a numeral, counted set and position from 0–20; notice who needs Foundation consolidation. Materials: counters, 0–20 portion of track, mat; cards 0, 8, 13, 17, 20.
- Notice, 3 min: Put 0 counters on one tray, 8 on another. “Which tray shows zero? How do you know?” Accept “none” in any response mode. Do not treat silence as misunderstanding.
- Model, 5 min: Count 13 counters into a ten and 3 ones, touching each once. “I can see ten and three: thirteen. The numeral is 13. On the track it comes after 12.” Model 20 as two known tens and zero ones.
- Together, 8 min: Learners build 8, 17 and 20 from called numerals. Pause after each: “Show me each object was counted once. How many tens? How many ones?” Give 0 to a child wanting a contrast. Point on track and correct any skipped number by re-counting objects, not reciting faster.
- Try, 6 min: Each learner chooses 13 or 17, builds it, then finds numeral and track position; partner may audit by a different route. Offer large counters/tactile strip or child-directed adult placement.
- Check, 3 min: Show 1 ten and 7 ones; ask for numeral and a number immediately before it. Key: 17; 16. Record independent, prompted or not yet; if learner says 107, separate “one ten” from digit 1 and rebuild 10+7 tomorrow.