# A ten travels


## 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


1. Read the new source and name units/wanted quantity. Show ten ones can be one ten without changing count.

2. Model on separate adult paper. 48+26=60+14=74; 14 ones=1 ten 4 ones. Point to every retained part.

3. Guide a different complete source. A pretend robot game joins 57 and 18 cards. 75; 60+15. Describe rather than demand handling.

4. Receive one own attempt. An invented puppet game joins 68 and 17 cards. Staff reference only: 85; 70+15.

5. 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