Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Day 47: Three parts can make one wholeYear 1 Maths · T1 W9–10 · Teacher · Teacher / Day 47

Useful outcome

Make a three-section organiser. 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 23 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: 10 + 10 + 3 = 23. Another account is 10 + 5 + 8 = 23. These describe one original collection. Verify each part and include each object once. Show ten, ten and three using the same twenty-three objects. Move five from the second part to the third. Check ten, five and eight. Give every object one place. Explain what each part is for.
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 Picture pieces, Game marks, Blank notes. 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 the third part is omitted, put every object in one of three distinct places and audit coverage. If fairness distracts from the target, choose three jobs that deliberately need different amounts.

Likely confusion and response

Three parts are not automatically equal groups. Adding the same object to two jobs is duplication. If the third part is omitted, put every object in one of three distinct places and audit coverage. If fairness distracts from the target, choose three jobs that deliberately need different amounts.

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 · Home · Extra · Worked contexts · Assessment selector.

Original SubjectNest teaching and drawings © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest by NeuroForgeIO Pty Ltd, version 0.1.0, source and licence; note changes. Curriculum and provider rights remain separate.