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One useful changed plan · educator reviewYear 4 Maths · T2 W11–12 · Staff · Assessment / Staff / D later
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
Criterion
Complete current conditions and change statements are supported by available work; no invented previous history.
Id
D-later-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 fictional music plan has 347 cards plus 128, target 500.
Complete new source
An ordinary imaginary puppet plan has 258 labels plus 137, target 420.
Complete own invitation
Make a new own like-unit start 100–500, added 10–200, target optional 200–800, or state one change of an available plan.
Entry and teach
Provide a new complete plan when earlier work is absent; no memory test.
Guided instruction
475, 25 short; compare only with actually available earlier conditions. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT29
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
Read the new source and name units/wanted quantity. Provide a new complete plan when earlier work is absent; no memory test.
Model on separate adult paper. 395, 25 short; call new plan new. If earlier available 258+127, only new addition 137 is changed.
Guide a different complete source. A fictional music plan has 347 cards plus 128, target 500. 475, 25 short; compare only with actually available earlier conditions.
Receive one own attempt. Make a new own like-unit start 100–500, added 10–200, target optional 200–800, or state one change of an available plan. Staff reference only: No one answer; check current conditions. Staff possibility 279+156=435.
Compare available work with: Complete current conditions and change attribution are document-supported. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Complete current conditions and change attribution are document-supported.
Staff own possibility
No one answer; check current conditions. Staff possibility 279+156=435.
Teacher model
395, 25 short; call new plan new. If earlier available 258+127, only new addition 137 is changed.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
New or actually changed
Own initial value
Prompt
State all current conditions and identify any new or unchanged part.
After own work: adult practice possibility
Staff new possibility: 417 fictional labels plus 186, target 600. If this is a new plan, say new, not improved.
Criterion
Current additive model and exact result agree with selected quantities.
Id
D-later-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 pretend story book plan changes start from 327 to 347 and keeps 156 added.
Complete new source
An ordinary fictional costume plan changes its added count from 148 to 168 while current start is 286.
Complete own invitation
Choose an own complete additive plan, change one count by 10–30 and recompute.
Entry and teach
Do not retain old answer after changing an input.
Guided instruction
Current 503; old 483 is earlier version. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT30
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
Read the new source and name units/wanted quantity. Do not retain old answer after changing an input.
Model on separate adult paper. Current 286+168=454; old 434 belongs to 286+148. Label both versions.
Guide a different complete source. A pretend story book plan changes start from 327 to 347 and keeps 156 added. Current 503; old 483 is earlier version.
Receive one own attempt. Choose an own complete additive plan, change one count by 10–30 and recompute. Staff reference only: Check the actual new sum; staff possibility 248+135=383 then 268+135=403.
Compare available work with: Current calculation uses current values; earlier result is not silently reused. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Current calculation uses current values; earlier result is not silently reused.
Staff own possibility
Check the actual new sum; staff possibility 248+135=383 then 268+135=403.
Teacher model
Current 286+168=454; old 434 belongs to 286+148. Label both versions.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
Compute current conditions
Own initial value
Prompt
Formulate and calculate the current wanted quantity with a useful strategy.
After own work: adult practice possibility
417+186=603 labels by+100,+80,+6. A new target comparison uses current 603.
Criterion
Meaning and optional comparison agree with the selected plan and correct result.
Id
D-later-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
A fictional card plan has 428 plus 157, target 600.
Complete new source
An ordinary imagined map plan has 387 tiles plus 146, target 520.
Complete own invitation
Choose current like-unit conditions and target; compute and interpret for reader.
Entry and teach
Distinguish an excess from shortage; units and target stay fixed.
Guided instruction
585, 15 short; need 15 more. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT31
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
Read the new source and name units/wanted quantity. Distinguish an excess from shortage; units and target stay fixed.
Model on separate adult paper. 533 available, 13 extra; the stated need is met.
Guide a different complete source. A fictional card plan has 428 plus 157, target 600. 585, 15 short; need 15 more.
Receive one own attempt. Choose current like-unit conditions and target; compute and interpret for reader. Staff reference only: Staff possibility 376+148=524, target 500→24 extra; own numbers differ.
Compare available work with: Exact current result and direction match selected source conditions. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Exact current result and direction match selected source conditions.
Staff own possibility
Staff possibility 376+148=524, target 500→24 extra; own numbers differ.
Teacher model
533 available, 13 extra; the stated need is met.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
Current result in context
Own initial value
Prompt
Interpret the current result in its situation. If a target is chosen, say whether it is met.
After own work: adult practice possibility
Staff possibility 603 meets 600 with 3 extra. No actual labelling is claimed.
Criterion
Offered check is valid if supplied; offered future change is clearly a plan, with no requirement for both a check and a change.
Id
D-later-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
A fictional badge plan has 247 plus 178, target 450.
Complete new source
An ordinary invented archive plan has 314 cards plus 186, target 520.
Complete own invitation
Give one valid check or one wanted change for your own complete plan; state what is worked and what is proposed.
Entry and teach
Model a wanted change without implying it was recalculated or happened.
Guided instruction
425, 25 short; propose added 203 or check 425−178=247. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT32
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
Read the new source and name units/wanted quantity. Model a wanted change without implying it was recalculated or happened.
Model on separate adult paper. Current 500, 20 short; check 500−186=314. Proposed added 206 is unworked until 314+206=520 is actually computed.
Guide a different complete source. A fictional badge plan has 247 plus 178, target 450. 425, 25 short; propose added 203 or check 425−178=247.
Receive one own attempt. Give one valid check or one wanted change for your own complete plan; state what is worked and what is proposed. Staff reference only: No prescribed own choice; valid check or clearly unworked future change accepted.
Compare available work with: Evidence of calculation and future intention remain distinct without demanding both. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Evidence of calculation and future intention remain distinct without demanding both.
Staff own possibility
No prescribed own choice; valid check or clearly unworked future change accepted.
Teacher model
Current 500, 20 short; check 500−186=314. Proposed added 206 is unworked until 314+206=520 is actually computed.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
Worked or planned?
Own initial value
Prompt
Give a connected check or one wanted next change. Say what has been worked out and what is still proposed.
After own work: adult practice possibility
Staff possibility 603−186=417 checks. Or propose target 620 and say not yet worked. Either matches the one-of invitation; do not demand both.
Eligibility
After the actual required mathematics has been taught. Receive current work as new/supported/exposed according to actual source history; do not infer prior choices or improvement.
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
D-later
Complete neutral source
Make a new fictional additive plan with start 100–900, added 10–300, same unit; optional target 200–1200. Or change one stated condition of an actually available earlier plan, keeping all current conditions complete and in range. Earlier work may be visible; if absent, start anew. No matched difficulty or learning gain is supplied.
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
One useful changed plan
About this resource
Reviewed source editionSource review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.
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Exact source: 4648f91e381afcd8f44278b0cd20c1791389d9db · 2026-10-13. Source edition, roles and hashes
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