Useful outcome
Make a two-part organiser for fourteen pieces. Use existing safe pieces, original marks or the empty own organiser · Complete terms. Full description. The child may keep the product private.
Prepare and check entry
Prepare the ordinary whole 14 and separate counted/waiting space, two or three parts as relevant, large numeral cards and optional verified ten-strips. Audit a ten before using it. Ask for one-to-one coverage and value of a full unit. Teach missing entry knowledge on a new small collection before today's larger example. Smaller actual quantities remain useful and are named.
Run the 25-minute component
- Start, 3 minutes: offer the useful outcome. Ask what amount is being organised and how we can include each object once.
- Model, 5 minutes: 10 + 4 = 14. Another account is 7 + 7 = 14. These describe one original collection. Verify each part and include each object once. Check fourteen marks or suitable pieces. Show ten and four, then seven and seven using the same collection. Try five and nine. Choose a useful split and explain it.
- Try together, 7 minutes: the child selects boundaries/members; an adult may move marks at their direction. Ask “What is in each part? What stayed the same?” Check by the actual members, not only matching printed numerals.
- Choose, 7 minutes: take one of Bookmark blanks, Card-game pieces, Picture shapes. Different purposes/quantities give new work; they are not fixed sensory learner labels.
- Show and check, 3 minutes: ask for today's relevant part values, whole and one reason. Keep first thinking/support, then a revision if needed. A model already supplied is not independently invented.
- Next invitation: If ten-and-ones is the only accepted split, physically move two objects between parts of a different teen. Check each part and recombine. If equal sharing is imposed, choose two jobs with different needs.
Likely confusion and response
A part may itself be more than ten. A split need not be equal unless the job asks for that. If ten-and-ones is the only accepted split, physically move two objects between parts of a different teen. Check each part and recombine. If equal sharing is imposed, choose two jobs with different needs.
What to notice
Look for correct whole/part membership, matching quantities, the day's particular exchange/transfer/check and a supported reason. A correct whole alone does not prove every component. A child can choose a valid partition different from the model. Record actual quantity, access support and mathematical prompts; do not grade voice, handwriting, speed or motor independence.
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