# Equal does not mean next


## 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 story puzzle says 38+□=72.

## Complete new source

A fictional code puzzle says 27+□=64.

## Complete own invitation

A pretend rocket puzzle says 46+□=83.

## Entry and teach

Show two equal amounts for 12+3=10+5.

## Guided instruction

34; 38+34=72. Invite each relationship before the answer; teach missing facts and name help.

## Id

NEXT12

## 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 two equal amounts for 12+3=10+5.

2. Model on separate adult paper. □=37 because 27+37=64; using 64 gives 91, not 64.

3. Guide a different complete source. An imaginary story puzzle says 38+□=72. 34; 38+34=72.

4. Receive one own attempt. A pretend rocket puzzle says 46+□=83. Staff reference only: 37; 46+37=83.

5. Compare available work with: The missing part is distinguished from the whole-side value and equality is interpreted relationally. Choose one follow-up offer; never infer independence from a copied model.

## What to look for

The missing part is distinguished from the whole-side value and equality is interpreted relationally.

## Staff own possibility

37; 46+37=83.

## Teacher model

□=37 because 27+37=64; using 64 gives 91, not 64.

## Timing

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

## Title

Equal does not mean next