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 robot game joins 57 and 18 cards.
Complete new source
A fictional costume game joins 48 and 26 clue cards.
Complete own invitation
An invented puppet game joins 68 and 17 cards.
Entry and teach
Show ten ones can be one ten without changing count.
Guided instruction
75; 60+15. Describe rather than demand handling. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT03
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. Show ten ones can be one ten without changing count.
-
Model on separate adult paper. 48+26=60+14=74; 14 ones=1 ten 4 ones. Point to every retained part.
-
Guide a different complete source. A pretend robot game joins 57 and 18 cards. 75; 60+15. Describe rather than demand handling.
-
Receive one own attempt. An invented puppet game joins 68 and 17 cards. Staff reference only: 85; 70+15.
-
Compare available work with: Renaming ten ones as a ten preserves the amount. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Renaming ten ones as a ten preserves the amount.
Staff own possibility
85; 70+15.
Teacher model
48+26=60+14=74; 14 ones=1 ten 4 ones. Point to every retained part.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
A ten travels