# Ten useful supplements Choose a fresh short opportunity when it helps the actual mathematical component. Each may be drawn large, tactile, selected or adult-operated at the child’s direction. These are not advanced learner labels, homework or a compulsory extra quota. No formal multiplication/division, repeating-pattern or whole-year attainment is claimed. ## Supplement 1 · Same collection, new layout **Try:** Use eight new marks. Child makes pairs, then directs a new layout without adding/removing. **Look for:** Four pairs/eight objects in each layout, with correspondence. **Stop/revisit:** If spacing changes the claimed quantity, match marks one-to-one, then a new six-mark set. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 2 · Pause in the twos count **Try:** Use six pairs. Pause after the fourth pair; child shows how many objects are included and what remains. **Look for:** 8 included, two pairs/four objects remain, complete total 12. **Stop/revisit:** If the final 12 is given for the pause, separate completed/uncompleted groups and recheck after a new stopping point. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 3 · An own different start **Try:** Child chooses a known starting amount, then adds two objects at each of three stages. **Look for:** Any explicit consistent two-object increase with matching representation is valid; no prescribed initial number. **Stop/revisit:** If labels alone change, identify two actual added marks and ask for a new stage. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 4 · First unequal group **Try:** Prepare five alleged pairs with member counts 2,2,1,3,2. Child finds the first break and repairs membership. **Look for:** Total 10 retained; move one from 3 to 1 for five true pairs. **Stop/revisit:** If only the final numeral changes, inspect actual group membership before recounting. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 5 · Two true accounts **Try:** Make sixteen new marks. Child counts in pairs, then shows another supported complete grouping or one-by-one verification. **Look for:** Eight pairs→16; a new valid account must cover the same sixteen once. **Stop/revisit:** A total without unit/coverage support gets a new small collection and one verified group. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 6 · An incomplete five **Try:** Prepare groups 5,4. Child decides to restore a full group or label actual 9. **Look for:** 9 unmodified;10 after one actual new mark. **Stop/revisit:** Do not call a predicted addition performed. Check the actual representation after the decision. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 7 · Make a fives start **Try:** Child chooses a known starting amount and makes three increasing five-object transitions. **Look for:** Any explicit consistent five-object increase and matching totals; a nonzero start is valid. **Stop/revisit:** If the start disappears, retain it and add five before a fresh attempt. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 8 · Replace, do not double **Try:** Use thirty marks as six fives, then three tens. Child keeps both drawings and explains the one original set. **Look for:** 30 in either account; drawing both does not add thirty new original objects. **Stop/revisit:** If 60 is claimed, match the actual original marks to both representations and model a new small replacement. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 9 · Audit a large account **Try:** Use a teacher-selected new large collection at a suitable demonstrated range. Child selects grouping, checks one unit and all coverage. **Look for:** Record actual size/count/support; no pre-filled “to 120” result. **Stop/revisit:** Continue partial work later or reteach coverage on a new small collection; do not credit an unmade larger total. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. ## Supplement 10 · Your useful count note **Try:** Child creates a manageable own collection account and a new skip-count sequence; explanation can be pointed/signed/scribed. **Look for:** Separate grouping/cumulative count from recognition/continuation/creation; no required audience. **Stop/revisit:** Choose the next component task from the first evidence, not from neatness, speed or response mode. Keep first thinking and later support separate. Use a smaller range or another format where useful; actual selected range is named. Original SubjectNest teaching expression © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit creator/source/licence and note changes. National/QCAA source expression and exclusions remain separate; no endorsement or human efficacy claim.