Use a held response honestlyYear 4 Maths · T2 W11–12 · Teacher · Teacher / Assessment guide

Guide

Teach ordinary work first; choose a held source only when actual entry/opportunity applies. Read/sign neutral source and exact prompts, name mathematical help. One component can be useful. Source help opens here; leaving/reload/closure may lose words. Matching paper mats include the exact source/four prompts. Staff criteria/possibilities/full next lessons are separate.

First later limits

1. Id

   A-first

   Eligibility

   After joining like counts and regrouping have actually been taught with ordinary sources, e.g. Days 51–52. If not, teach first or treat as supported exploration, not an unseen first check.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

2. Id

   A-later

   Eligibility

   After subtraction with regrouping and inverse checks have actually been taught, e.g. Day 54. Teaching this source makes its later use exposed; receive supported work honestly.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

3. Id

   B-first

   Eligibility

   After unknown addend, part/whole and substitution have been taught, e.g. Day 56. No assumed mastery from resource-week labels.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

4. Id

   B-later

   Eligibility

   After unknown start and two-sided equality have both been taught, e.g. Days 57–58. One record or one prompt may be enough; do not require all four for a useful observation.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

5. Id

   C-first

   Eligibility

   After joining counts, differences and interpreting a target comparison have been taught, e.g. Days 51–55 and 59. Formulation is taught before use as a check.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

6. Id

   C-later

   Eligibility

   After additive financial modelling, estimate limits and exact comparisons have been taught, e.g. Day 59. Whole-dollar interpretation is checked; if unfamiliar, teach equivalent card-count target separately.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

7. Id

   D-first

   Eligibility

   After ordinary additive formulation, exact strategies and interpretation have been taught. If number ranges block access, teach a smaller ordinary version; do not silently change the stated held source and claim equivalent difficulty.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

8. Id

   D-later

   Eligibility

   After the actual required mathematics has been taught. Receive current work as new/supported/exposed according to actual source history; do not infer prior choices or improvement.

   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.

   Limits

   First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.

Next ordinary teaching

Each of32components links to a complete unrelated next ordinary lesson in supplementary/NEXT01–NEXT32. D-firstQ4/NEXT28 requires a connected check; D-laterQ4/NEXT32 permits a check OR explicitly unworked future change. These are distinct criteria.