Complete neutral source
An imagined paper store starts with 704 cards and uses 168 cards once. Find the cards left. This is a different opportunity after teaching, not an equal-difficulty test form or a progress measure.
Eligibility
After subtraction with regrouping and inverse checks have actually been taught, e.g. Day 54. Teaching this source makes its later use exposed; receive supported work honestly.
Access and help
Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.
First later limit
First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.
Prompts
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What does each count mean, and what number sentence finds cards left?
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Find cards left using a strategy you can show.
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A made-up note says “subtract each smaller digit from each bigger digit, so 704−168=664”. Keep or repair this method with a reason.
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Check your result and explain what it counts.
Four own areas initially empty. Reading the native complete source on the same page retains typed words. Reloading, closing or leaving this page can lose them. Use paper if you need a record.
What does each count mean, and what number sentence finds cards left?
[Empty response area]
Find cards left using a strategy you can show.
[Empty response area]
A made-up note says “subtract each smaller digit from each bigger digit, so 704−168=664”. Keep or repair this method with a reason.
[Empty response area]
Check your result and explain what it counts.
[Empty response area]