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

D-later · Complete five-card sleeves · staff and four next routesYear 1 Maths · T2 W15–16 · Teacher · Teacher / Held / D later

Eligibility and exposure

Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria.

Allowed access support

Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint.

Separate neutral whole source

Matching learner four-response page

Matching four-response paper

Exact matching original vector · Complete terms

Complete matching alternative

D-later-Q1

How many complete sleeves can be made, and how many cards stay aside?

Component criterion · staff only

Names 3 complete groups and 3 whole route cards aside.

Worked possibility · staff after first response

Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT29 next-teaching lesson

D-later-Q2

Show every one of the 18 route cards in a model with exactly 5 in each complete group and leftovers aside.

Component criterion · staff only

Represents 3 complete groups of 5 members and 3 members separately aside, with all 18 members represented once.

Worked possibility · staff after first response

Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT30 next-teaching lesson

D-later-Q3

A pretend helper suggests: “Four complete sleeves.” Does that name the correct number of complete groups? Explain.

Component criterion · staff only

Rejects four complete sleeves as the complete-group result; distinguishes required size 5, completed count 3 and a short leftover collection of 3 which is not another complete group.

Worked possibility · staff after first response

Rejects four complete sleeves as the complete-group result; distinguishes required size 5, completed count 3 and a short leftover collection of 3 which is not another complete group. Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT31 next-teaching lesson

D-later-Q4

Show a check using the complete-group rule and the whole original collection.

Component criterion · staff only

Checks every completed group has 5 members and recounts/recombines 15 packed members plus 3 loose to recover 18.

Worked possibility · staff after first response

Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT32 next-teaching lesson

Original future-handoff wording remains in the preserved written contract. The matching routes above are actual Source pages; classroom use, independence and annual evidence are not inferred.

Ordinary seven-heading paper · different purpose