NEXT29 · A five-card completion label

Component and target criterion

D-later-Q1 · Names 3 complete groups and 3 whole route cards aside.

Purpose

Teach this particular missing component with a new ordinary job after retaining the held first response. The previous answer/source is not silently edited into a new independent sample.

Entry

Read the exact original response and separate access support from mathematical hints. Check counting the fresh whole and understanding the named unit. Offer a small new four-member/two-place or six-member/two-per-pack introduction if this representation is new; do not require fluent symbolic division.

Materials

Plain paper, a pencil or child-directed marks, safe large pieces and named places. A place can be a drawn box or spoken label. No food, real money, purchase, printer, account or device required. A helper moves only the piece/place the child chooses.

Time

About 8–12 minutes, unpiloted; split or stop as needed.

Five full teaching moves

1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build three complete five-card sets from 16 and keep one loose. Count completed sets once each; name 3 sets and 1 card. The per-set 5 is given and must not replace the group-count answer. 3. Teach with the separate worked possibility below only after that first attempt. Invite the child to direct a different coherent model; do not require a faster strategy or a repeated physical action. 4. Introduce the full different guided source, not just new numerals. Let the child first choose a representation and label the requested quantity. 5. Recheck the precise new-source component, record actual support and choose another fresh opportunity later if needed.

New-source adult model

Name 16 as the whole available collection and 5 route-picture 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 1 whole route-picture card aside. 5+5+5=15; 15+1=16. 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.

Full different guided practice

Guided worked possibility

Name 19 as the whole available collection and 6 shape marks as the required size of each complete pack. Take exactly 6 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole shape mark aside. 6+6+6=18; 18+1=19. The requested number 3 names packs; 6 names members in one pack. A leftover group of fewer than 6 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.

Observation

For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Find the number of full groups and the spare. Keep the model/source visible and record exact first wording, not merely a correct numeral.

Guided source criterion

On this new guided source, find the number of full groups and the spare: show the exact requested relationship and unit using the complete stated collection; keep equality or the required pack/kit structure and any leftover explicit. This is the guided source criterion, not a demand to answer the old held case.

Follow-up and eligibility

A later new small source may change the named purpose or one stated quantity. Introduce it whole, check its intended relationship and criterion before use, and keep it as a separate dated record. A prompted correction now is supported teaching, not proof of unseen transfer.

Access choices

Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.