Useful outcome: Show a child-chosen account and collect separate first evidence for grouping/counting and sequence creation.
Prepare: Twenty modelling marks, twenty-six for ordinary practice. Staff prepares E from the offline check preparation/learner pages; do not show its layout/answer beforehand. Allow a separate sitting.
Notice · 3 minutes
Ask how the child would help a pretend collection desk avoid recounting a pair. Take a small own first explanation, not a recall race. Choose one ordinary route for guided/own work.
Model · 5 minutes
Make twenty as ten pairs, count 2…20 and change the spacing. The same membership makes the same total. Use a new blank picture stage to model how an added pair changes quantity; do not reproduce E’s collection or task arrangement.
Guided attempt · 8 minutes
Count thirteen verified pairs as 26 and contrast 13 groups with 26 objects. Ask the child to choose where to keep counted pairs. Revisit two or three groups if unit meaning remains uncertain.
Own choice · 6 minutes
Choose one route; the child selects/directs the mathematical action. A different route is available later.
Route A · Collection desk
Child task: Organise twenty marks in an own layout and explain why a spacing change leaves the amount unchanged.
Teacher move: Move only where requested; ask which objects would be included in the last count.
Observe: Full coverage/twenty with an actual quantity reason.
Next move: Missing coverage: use a new eight-mark waiting/counted set, then a different larger set.
Route B · Sorting-machine sketch
Child task: Audit thirteen true pairs and challenge a report saying there are 13 objects.
Teacher move: Ask what 13 names and what each group contains.
Observe: Thirteen names groups,26 objects; actual twos count matches.
Next move: Count one and two pairs as 2/4, then a new ten-mark collection if the unit remains unclear.
Route C · Own twos trail
Child task: Create three or four growing stages with a stated two-object increase and explain a continuation.
Teacher move: Ask what changed in one transition; preserve the child’s first stages.
Observe: Creation rather than copied stages; consistent rule and representation.
Next move: If one transition fails, model a different two-stage case and request a fresh own sequence.
Exit and same-day next teaching · 3 minutes
After E first capture, ask which representation helped the child check. Reflection is optional; pointing is enough.
Teaching reference: No prescribed reflection. Use E’s separate descriptive key only after first capture.
Choose next: If E shows quantity but not skip-count/group evidence, teach the group unit with a new smaller collection before fives. If only sequence continuation is observed, request a new creation. An access barrier needs a new mode, not an incorrect judgement.
Retain the first response, actual range and support; a later corrected or adult-supplied model is a separate record.