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