# Train-card total


## 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 imaginary music game joins 321 prompt cards and 142 more.

## Complete new source

An invented tabletop train game has 213 station cards and 124 new station cards.

## Complete own invitation

A fictional creature game joins 231 cards and 156.

## Entry and teach

Check like units with 12 cards+5 cards.

## Guided instruction

321+142=463; 300+100, 20+40, 1+2. Invite each relationship before the answer; teach missing facts and name help.

## Id

NEXT01

## 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 like units with 12 cards+5 cards.

2. Model on separate adult paper. 213+124=337; 200+100+10+20+3+4. Label starting/new/combined cards.

3. Guide a different complete source. An imaginary music game joins 321 prompt cards and 142 more. 321+142=463; 300+100, 20+40, 1+2.

4. Receive one own attempt. A fictional creature game joins 231 cards and 156. Staff reference only: 387; 200+100+30+50+1+6.

5. Compare available work with: A joining model keeps two like-count parts and the whole distinct. Choose one follow-up offer; never infer independence from a copied model.

## What to look for

A joining model keeps two like-count parts and the whole distinct.

## Staff own possibility

387; 200+100+30+50+1+6.

## Teacher model

213+124=337; 200+100+10+20+3+4. Label starting/new/combined cards.

## Timing

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

## Title

Train-card total