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Day 46: Move between the partsYear 1 Maths · T1 W9–10 · Teacher · Teacher / Day 46

Useful outcome

Make an adjustable now/later plan. 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 27 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: 20 + 7 = 27. Another account is 19 + 8 = 27. These describe one original collection. Verify each part and include each object once. Move one object from the first part to the second. Both part counts change. Reset to twenty and seven. Try moving two, then three objects; count departures and arrivals. Show 18 and 9 after two, or 17 and 10 after three. The original whole is still 27.
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 Blank tokens, Paper shapes, Drawing marks. 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 only one label changes, enact departure and arrival with one object in a new small collection. If the whole increases, make sure the old place is emptied when the object arrives elsewhere.

Likely confusion and response

Moving an object changes both part counts but does not create or remove an object from the whole. If only one label changes, enact departure and arrival with one object in a new small collection. If the whole increases, make sure the old place is emptied when the object arrives elsewhere.

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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