A handout supply decision · educator reviewYear 4 Maths · T2 W11–12 · Staff · Assessment / Staff / C first

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.

Components

1. Criterion

   A model totals 268+124 handouts and compares that with 485 needed; an appropriate gap equation is 485−(268+124).

   Id

   C-first-Q1

   Next ordinary teaching

   Access

   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.

   Complete different guided source

   A pretend paper stage needs 420 slips; 178+196 available.

   Complete new source

   A fictional game needs 360 slips; 146 and 185 are available.

   Complete own invitation

   An invented map kit needs 500 tiles; 237+218 available.

   Entry and teach

   Check joining two piles before comparing with a separate target.

   Guided instruction

   374 available, 46 needed. Invite each relationship before the answer; teach missing facts and name help.

   Id

   NEXT17

   Materials

   Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.

   Observe and follow up

   Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.

   Relationship to check

   Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.

   Session sequence

   1. Read the new source and name units/wanted quantity. Check joining two piles before comparing with a separate target.

   2. Model on separate adult paper. 146+185=331 available; 360−331=29 needed. State both operations and units.

   3. Guide a different complete source. A pretend paper stage needs 420 slips; 178+196 available. 374 available, 46 needed.

   4. Receive one own attempt. An invented map kit needs 500 tiles; 237+218 available. Staff reference only: 455 available, 45 needed.

   5. Compare available work with: A total-and-comparison model matches like units and target. Choose one follow-up offer; never infer independence from a copied model.

   What to look for

   A total-and-comparison model matches like units and target.

   Staff own possibility

   455 available, 45 needed.

   Teacher model

   146+185=331 available; 360−331=29 needed. State both operations and units.

   Timing

   An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

   Title

   Enough clue slips?

   Own initial value

   Prompt

   What question would settle whether the supply is enough? Write a model with units.

   After own work: adult practice possibility

   Available count 268+124, compared with need 485. Do not multiply the two piles.

2. Criterion

   392 available, 93 short, calculated validly.

   Id

   C-first-Q2

   Next ordinary teaching

   Access

   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.

   Complete different guided source

   A fictional poster plan needs 700 labels; 348+175 available.

   Complete new source

   An imaginary badge plan needs 650 badges; 287 and 196 available.

   Complete own invitation

   A pretend game needs 800 cards; 456+187 available.

   Entry and teach

   Use count up to a target or exact subtraction, not subtract each pile from target separately then add gaps.

   Guided instruction

   523 available, 177 needed. Invite each relationship before the answer; teach missing facts and name help.

   Id

   NEXT18

   Materials

   Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.

   Observe and follow up

   Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.

   Relationship to check

   Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.

   Session sequence

   1. Read the new source and name units/wanted quantity. Use count up to a target or exact subtraction, not subtract each pile from target separately then add gaps.

   2. Model on separate adult paper. 483 available; 650−483=167 needed.

   3. Guide a different complete source. A fictional poster plan needs 700 labels; 348+175 available. 523 available, 177 needed.

   4. Receive one own attempt. A pretend game needs 800 cards; 456+187 available. Staff reference only: 643 available, 157 needed.

   5. Compare available work with: Exact available count and one properly interpreted gap are valid. Choose one follow-up offer; never infer independence from a copied model.

   What to look for

   Exact available count and one properly interpreted gap are valid.

   Staff own possibility

   643 available, 157 needed.

   Teacher model

   483 available; 650−483=167 needed.

   Timing

   An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

   Title

   Calculate the gap

   Own initial value

   Prompt

   Find the exact available count and the amount missing or extra.

   After own work: adult practice possibility

   268+124=392; 485−392=93.

3. Criterion

   Supply is not enough for the stated need; 93 further handouts would be required.

   Id

   C-first-Q3

   Next ordinary teaching

   Access

   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.

   Complete different guided source

   An invented art plan needs 450 labels; 236+198 available.

   Complete new source

   A fictional theatre plan needs 300 tickets; 148+167 available.

   Complete own invitation

   A pretend library game needs 600 cards; 287+328 available.

   Entry and teach

   Name availability versus need; surplus is not shortfall.

   Guided instruction

   434 available, 16 short; need 16 more. Invite each relationship before the answer; teach missing facts and name help.

   Id

   NEXT19

   Materials

   Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.

   Observe and follow up

   Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.

   Relationship to check

   Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.

   Session sequence

   1. Read the new source and name units/wanted quantity. Name availability versus need; surplus is not shortfall.

   2. Model on separate adult paper. 315 available, 15 extra; the stated need is met.

   3. Guide a different complete source. An invented art plan needs 450 labels; 236+198 available. 434 available, 16 short; need 16 more.

   4. Receive one own attempt. A pretend library game needs 600 cards; 287+328 available. Staff reference only: 615 available, 15 extra; need is met.

   5. Compare available work with: Decision direction and gap unit agree with the original model. Choose one follow-up offer; never infer independence from a copied model.

   What to look for

   Decision direction and gap unit agree with the original model.

   Staff own possibility

   615 available, 15 extra; need is met.

   Teacher model

   315 available, 15 extra; the stated need is met.

   Timing

   An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

   Title

   A decision with units

   Own initial value

   Prompt

   Make the decision in terms of the source.

   After own work: adult practice possibility

   The plan is short 93 handouts. This is a mathematical requirement, not proof another parcel will arrive.

4. Criterion

   Distinguishes rough 390 from exact 392 and repairs the exact shortfall to 93.

   Id

   C-first-Q4

   Next ordinary teaching

   Access

   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.

   Complete different guided source

   An invented print plan needs 500 sheets; 248+247 available.

   Complete new source

   A fictional game needs 400 cards; 197+186 available.

   Complete own invitation

   A pretend maker needs 600 tags; 298+307 available.

   Entry and teach

   Teach nearest-ten rounding and ≈ separately from exact=.

   Guided instruction

   About 250+250≈500; exact 495, 5 short. Invite each relationship before the answer; teach missing facts and name help.

   Id

   NEXT20

   Materials

   Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.

   Observe and follow up

   Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.

   Relationship to check

   Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.

   Session sequence

   1. Read the new source and name units/wanted quantity. Teach nearest-ten rounding and ≈ separately from exact=.

   2. Model on separate adult paper. About 200+190≈390; exact 383, 17 short; rough 10 short is not exact 17.

   3. Guide a different complete source. An invented print plan needs 500 sheets; 248+247 available. About 250+250≈500; exact 495, 5 short.

   4. Receive one own attempt. A pretend maker needs 600 tags; 298+307 available. Staff reference only: About 300+310≈610; exact 605, 5 extra.

   5. Compare available work with: Approximation purpose and exact decision remain separate. Choose one follow-up offer; never infer independence from a copied model.

   What to look for

   Approximation purpose and exact decision remain separate.

   Staff own possibility

   About 300+310≈610; exact 605, 5 extra.

   Teacher model

   About 200+190≈390; exact 383, 17 short; rough 10 short is not exact 17.

   Timing

   An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

   Title

   An estimate is a guide

   Own initial value

   Prompt

   A made-up note says “about 270+120 is 390, so we know the exact shortfall is 95”. Keep or repair it.

   After own work: adult practice possibility

   Estimate 390 is close but not the exact total.485−392=93; 485−390=95 belongs to the approximate model.

Eligibility

After joining counts, differences and interpreting a target comparison have been taught, e.g. Days 51–55 and 59. Formulation is taught before use as a check.

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.

Id

C-first

Complete neutral source

An invented display needs 485 handouts. It has 268 handouts in one pile and 124 in another, counted once. Decide whether the supply meets the need. No real print stock or event is observed.

Own page

Four labelled true empty text areas with literal blank initial values; kept draft not required for judgement; staff information behind separate link, not autofilled.

Source disclosure

Full neutral whole source is initially closed native same-page details on own response page; reading it never navigates away or loses typed work. No worked/criterion/next source inside its child disclosure. Staff index is separate.

Title

A handout supply decision