A full ten is ten objectsYear 1 Maths · T1 W9–10 · Child / Day 44

Source review complete · local suitability still needs review.

Make a reliable tens-and-ones label. Choose safe pieces, marks, tactile objects or tell an adult where to move them.

  1. Show the whole and each part.
  2. Try another split using the same objects.
  3. Check what stayed the same. Keep a useful plan or change it.

Choose a job: Card sleeves, Paper badges, Reusable score marks. Use a smaller amount when useful. An empty part is zero.

My paper organiser · Part Builder · Models and empty spaces.

Grown-up help

Full teacher plan. If a child says five for three strips plus two, open one strip, touch its ten marks and label the object value. Then use a new two-strip model before returning to three strips. Use local safe materials and usual communication/access supports. Child-directed adult physical work and child mathematical choice stay distinct. Preserve first thinking before feedback; a drawing is not an actual outside inventory or performance event.

Original SubjectNest teaching and drawings © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest by NeuroForgeIO Pty Ltd, version 0.1.0, source and licence; note changes. Curriculum and provider rights remain separate.

About this resourceReviewed source edition

Source review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.

Exact source: 0926c2cd7246a69889dee2ffb58a72ad5f57134c · 2026-10-09. Source edition, roles and hashes

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