# A part and a whole


## 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 gallery needs 92 tiles, has 58.

## Complete new source

A fictional poster plan needs 74 tiles, has 39.

## Complete own invitation

A pretend maze needs 85 tiles, has 47.

## Entry and teach

Use an empty known part/unknown part/whole bar; 35 joins 39 to 74.

## Guided instruction

34 needed; 58+34=92. Invite each relationship before the answer; teach missing facts and name help.

## Id

NEXT09

## 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. Use an empty known part/unknown part/whole bar; 35 joins 39 to 74.

2. Model on separate adult paper. 39+□=74; box counts needed tiles, not whole 74. Count up 35.

3. Guide a different complete source. An imaginary gallery needs 92 tiles, has 58. 34 needed; 58+34=92.

4. Receive one own attempt. A pretend maze needs 85 tiles, has 47. Staff reference only: 38 needed; 47+38=85.

5. Compare available work with: Labels distinguish known part, target whole and missing part. Choose one follow-up offer; never infer independence from a copied model.

## What to look for

Labels distinguish known part, target whole and missing part.

## Staff own possibility

38 needed; 47+38=85.

## Teacher model

39+□=74; box counts needed tiles, not whole 74. Count up 35.

## Timing

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

## Title

A part and a whole