Goal: independently represent, order and partition sampled numbers; decide next lesson. Materials: 0–50 track, mats, cards 28, 34, 43, 50, assessment.
- Notice, 3: Reveal 34 in three forms: 3 strips +4 ones, 30+4, numeral 34. Children select the two that show the same quantity; key: all three.
- Model, 5: Model a different partition of 43: 4 tens +3 ones, then trade one ten into ten ones → 3 tens +13 ones. “The total is still 43.” This is a stretch; core expectation in this fortnight remains tens/ones with accurate total.
- Together, 8: Mixed context audit. Give one correct card model (craft kit 47) and one incorrect 47 as 4 tens +5 ones. Children correct the latter by adding two ones. Order 28, 34, 43, 50 using track; pause at 34/43 digit reversal.
- Try, 6: Each learner chooses one reserved unseen card from the final four in aids, builds/selects the total and explains the tens/ones. Teacher collects a photographed model only under school policy; a paper note is enough.
- Check, 3: Ask for 43 as tens/ones and one number between 43 and 50. Key: 4 tens+3 ones (optional 3 tens+13 ones); any 44–49. Use this with the two-week check, not alone, to choose a next lesson.
Shared response rule
When a child reverses digits, writes a three-digit string for tens and ones, recounts every strip or skips an object, first ask them to show what each mark/object stands for. Model a contrasting number, then give one new equivalent problem. Record whether the new response was independent or scaffolded. Faster recitation is not the intervention for a place-value misconception. If 0–20 remains insecure, teach a shorter concrete sequence before advancing, while still allowing age-respectful contexts.
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