N05 · Full next teaching

Previous target

V02A

Target

Find how many groups, rather than how many in each

Flexible time

About 8–12 minutes, or shorter visits; unpiloted suggestion.

Prepare

Use scrap paper, group labels and appropriate large counters, or dictate a complete model to a scribe. Work at a table; no purchase, household data or public performance. Keep teacher worked material separate from blank learner spaces.

Complete new neutral task

For bundles of workshop labels, there are 18 items in total and 3 items in each complete group. How many groups can be made? Show the grouping and label the answer.

Specific criterion

Use the known total and group size to find and label the unknown number of complete groups.

Whole teaching sequence

Read the new brief and ask which quantity is missing. Name units before any calculation. Make one complete group of the supplied size, move it away, and repeat until the total is used. Count the groups, not the individual pieces again. Label the answer as groups.

Build the supplied new example together. Teacher explanation: 18 ÷ 3 = 6 groups; 6 × 3 = 18 items checks the total. Ask the learner to point to the part of the model that supports each quantity. Do not draw a number of groups just because the group-size number appears in the question.

Remove the worked example. Give this changed task privately: A further complete group of 3 items arrives. With 21 items and 3 in each group, how many groups are there? Offer a different response mode if needed without silently changing the mathematical criterion.

Supplied joint model

18 ÷ 3 = 6 groups; 6 × 3 = 18 items checks the total.

Equivalent offers

Make/draw using original blank group frames.

Explain/sign/point or dictate reasoning.

Type a private note or use paper; a device is optional.

Private changed task after removing model

A further complete group of 3 items arrives. With 21 items and 3 in each group, how many groups are there?

Staff changed-task possibility

21 ÷ 3 = 7 groups.

Observe and decide next teaching

Check the changed response against the named criterion, not against speed, spelling or a preferred-looking diagram. Record the exact support given. If the meaning is still unclear, revisit one group or one constraint with a smaller supplied number, record the change and return later to the original demand.