Useful outcome: Transfer grouping/counting, diagnose a stated skip-count rule and create an own sequence; choose next teaching from separate evidence.
Prepare: Eighty modelling marks, including a separate eight-ten plan with one nine group; one hundred ordinary marks. Prepare F privately; keep its arrangement and solution away from ordinary modelling. Split components if needed.
Notice · 3 minutes
Ask how to tell whether a label matches a pictured collection. A child can choose a group to audit. Do not ask for private possessions, a real score or a photograph.
Model · 5 minutes
An alleged 80-mark mural has seven tens and one nine, so actual 79. Choose to restore one mark for 80 or relabel 79; both are honest solutions to different purposes. A prediction of restoration is not an actual mark added.
Guided attempt · 8 minutes
Show one hundred as ten tens/twenty fives, explicitly replacing boundaries. Invite an explanation of the same total. Do not model F’s unlabelled collection, stated-rule fault or own-sequence prompt.
Own choice · 6 minutes
Choose one route; the child selects/directs the mathematical action. A different route is available later.
Route A · Mural plan
Child task: Audit eight alleged tens with one nine; choose to repair or relabel.
Teacher move: Ask what the child wants the plan to communicate and request the actual quantity evidence.
Observe: 79 before repair or 80 after one actual mark; group audit supports the choice.
Next move: If blind counting gives 80, count the incomplete group and use a new near-full group before the fresh component.
Route B · Score-marker design
Child task: Count 100 as ten tens or twenty fives and show an equivalent account.
Teacher move: Use the same marks and let the child direct the new grouping.
Observe: 100 both times; not 200 from retaining old/new representations as two collections.
Next move: If duplicated, demonstrate replacement on a new small set and retain the first response.
Route C · A countable note
Child task: Choose a manageable collection and leave an own clear grouping/count explanation another person could check.
Teacher move: Ask which actual objects are included and how the next count follows.
Observe: Own mathematical decisions; a viewer and polished handwriting are unnecessary.
Next move: If explanation is only a label, ask for one group audit and a new short sequence in the chosen mode.
Exit and same-day next teaching · 3 minutes
After F first capture, invite a voluntary reflection about a useful check. Choose one specific next offer from the key rather than give a whole-year verdict.
Teaching reference: No required reflection. F’s staff descriptive key keeps group coverage, cumulative count, sequence work and checking separate.
Choose next: Reteach the absent component with fresh data; change access where not observed. Preserve an accurate smaller range as partial, and schedule another large grouping opportunity rather than crediting an unperformed one.
Retain the first response, actual range and support; a later corrected or adult-supplied model is a separate record.
Original teaching prose, fictional scenarios and diagrams © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest by NeuroForgeIO Pty Ltd, link source/licence and note changes. Curriculum and Queensland source expression retain separate rights. Computer review is not a human trial.