# Teach the part, keep the whole

## Before the first lesson

Read the day's exact worked account and choose one useful route. Provide safe existing large pieces, paper marks, tactile counters or an adult operator directed by the child. No kit, printing or screen is required. For a ten-strip, audit all ten cells before treating that strip as a unit of ten. Long shape alone does not establish its value.

Check entry knowledge with a modest collection: touch/include each object once; match numeral to quantity; distinguish number of groups from objects; recognise an empty part as zero. Then teach whole/part membership explicitly. Each object has one part in a given account. Moving it removes it from the old part. A second picture may be another account of the same whole, not a second collection. Plus and equal signs record a verified relationship; formal varied addition/subtraction strategies are not assumed.

## A 25-minute component

1. Start with a useful job and entry check: 3 minutes.
2. Model the day's exact reasoning: 5 minutes.
3. Try together with child choices: 7 minutes.
4. Select a genuinely different route: 7 minutes.
5. Show one check and select next teaching: 3 minutes.

Pause, split or return later according to actual learning. Time is planning help, not a speed criterion or forced completion. Adult hand movement, child mathematical decisions, copied models and independent choices are distinguished.

## Use the evidence

Describe what the child actually did with which quantity and support. Coverage, part values, unit meaning, exchange, checking and purposeful choice are separate. An access change is not automatically a maths hint; choosing the part or performing the solution is. Capture first thinking before mathematical feedback. Use a different small worked example for an absent component, then a new case. Do not sum formative checks into a QCAA reporting grade.

The [selection and fresh preparation](assessment/SELECT.md) keeps each source, empty own response and staff key separate. Numerals can be familiar; check actual previous tasks/child choices and change the complete arrangement if it repeats. A child's smaller amount is a useful honest sample. No handwritten sentence, neatness, voice, viewer, photograph or physical motor performance is required for partition reasoning.

## Main scope and wider program

[Full national meanings](CURRICULUM-CROSSWALK.md) and [current Queensland sources](SOURCE-AND-RIGHTS.md) are available. Main focus is AC9M1N02; N01 is maintenance at the actual range and N04 part knowledge is preparation. Grouping, operations, modelling, repeating patterns, measures, space and data remain part of the wider year. Ten short components do not establish Queensland annual maths provision or complete attainment.

Original SubjectNest teaching and drawings © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest by NeuroForgeIO Pty Ltd, version 0.1.0, source and licence; note changes. Curriculum and provider rights remain separate.

Modified from the named State of Queensland (QCAA) [Years 1–2 techniques/conditions, October 2023](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr1-2.pdf), [Year 1 standards elaborations, April 2025](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr1.pdf) and [complexity/familiarity advice,2025](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_create_questions_complex_familiar_yr1.pdf). Original mathematical tasks/criteria are ours; adapted conditions and folio guidance retain © QCAA 2023/2025, CC BY 4.0 subject to [QCAA copyright](https://www.qcaa.qld.edu.au/copyright), exclusions/third-party notices and no endorsement. No source student work/media/marks/glossary is supplied.