# Check a remaining amount


## 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 game has 724 cards, uses 185.

## Complete new source

A fictional archive has 615 cards, uses 238.

## Complete own invitation

An invented puzzle kit has 832 cards, uses 267.

## Entry and teach

Teach left+used=start on 17−8=9.

## Guided instruction

539; 539+185=724. Invite each relationship before the answer; teach missing facts and name help.

## Id

NEXT08

## 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 left+used=start on 17−8=9.

2. Model on separate adult paper. 377 left; 377+238=615. Name card units and preserve the original source.

3. Guide a different complete source. A pretend game has 724 cards, uses 185. 539; 539+185=724.

4. Receive one own attempt. An invented puzzle kit has 832 cards, uses 267. Staff reference only: 565; 565+267=832.

5. Compare available work with: An inverse supports remaining count, not a claim of real handling. Choose one follow-up offer; never infer independence from a copied model.

## What to look for

An inverse supports remaining count, not a claim of real handling.

## Staff own possibility

565; 565+267=832.

## Teacher model

377 left; 377+238=615. Name card units and preserve the original source.

## Timing

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

## Title

Check a remaining amount