# Day 44: A full ten is ten objects

## Useful outcome

Make a reliable tens-and-ones label. Use existing safe pieces, original marks or the [empty own organiser](../aids/own-parts.svg). [Full description](../aids/own-parts-alternative.md). The child may keep the product private.

## Prepare and check entry

Prepare the ordinary whole 32 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

1. **Start, 3 minutes:** offer the useful outcome. Ask what amount is being organised and how we can include each object once.
2. **Model, 5 minutes:** 30 + 2 = 32. These describe one original collection. Verify each part and include each object once. Open one strip and count its ten cells. A verified strip can stand for ten objects. Build three full tens and two singles. Name thirty and two, not three and two. Connect those quantities to 32. Use another two-digit number to check the connection.
3. **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.
4. **Choose, 7 minutes:** take one of [Card sleeves](../choices/day-44-route-1.md), [Paper badges](../choices/day-44-route-2.md), [Reusable score marks](../choices/day-44-route-3.md). Different purposes/quantities give new work; they are not fixed sensory learner labels.
5. **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.
6. **Next invitation:** If a child says five for three strips plus two, open one strip, touch its ten marks and label the object value. Then use a new two-strip model before returning to three strips.

## Likely confusion and response

Three ten-strips are three groups but thirty objects. A long unverified line is not automatically ten. If a child says five for three strips plus two, open one strip, touch its ten marks and label the object value. Then use a new two-strip model before returning to three strips.

## 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.

[Child start](../child/day-44.md) · [Home](../home/home-44.md) · [Extra](../extras/extra-44.md) · [Worked contexts](../CONTEXTS.md) · [Assessment selector](../assessment/SELECT.md).

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