Day 10 — Show a model and name the next step | Year 2 Maths · T1 W1–2

Codes: AC9M2N01, AC9M2N02, AC9M2N04, AC9M2N06, AC9M2A02. Goal: sample place value and additive reasoning to guide next teaching. Prepare: check B, mat, 20 counters, quiet station.

Set purpose · 2 min. Say: “There may be more than one good model. Show the one that lets someone check your answer.”
Review · 5 min. Together build 320 and derive 6 + 8 = 14, 14 − 8 = 6. These are practice numbers, not scored prompts.
Place task · 6 min. All show 407, identify the zero place and compare 407 with 470. Sample focus learners' independent explanations; use a later private station if not heard.
Problem task · 7 min. Read: “A tray has 26 cards. Nine are taken to another table. How many stay?” Children model, calculate and check. Answer 17; valid checks include 17 + 9 = 26 or counting back with a clear path. Do not announce answer until attempts are retained.
Feedback · 3 min. Name one accurate strategy and one next step from actual work: “Your model shows 26. Let's make the 9 taken cards visible so the remaining group is clear.”
Close · 2 min. Children note one method they want to reuse. Teacher marks independent / prompted / not yet observed per task and plans a targeted revisit using assessment.

Feasible collection: this is a 25-minute class task, not 25 minutes of individual interviews. Rotate quiet 3–4 minute checks across Days 8–10 and later if needed. Keep problem reading support recorded, and do not equate it with help on the maths.