# A new-check invitation

Choose a different collection/task after feedback; identify the component that changed or remains uncertain. An ordinary starting amount is 16; smaller useful amounts are welcome. Use safe existing pieces, paper marks, tactile materials or direct the moves. Keep or revise your plan with a reason.

[Empty own organiser](../aids/own-parts.svg) · [Complete description](../aids/own-parts-alternative.md).

<details><summary>Grown-up help</summary>

Look for actual new response/support separated from first thinking; no automatic gain claim. A supplied example is 4 + 6 + 6 = 16; choose it as teaching support after an own attempt when useful. Choose the next teaching by the missing component: coverage, unit value, replacement, changed parts, or justified keep/repair. Use a different small example and then a new case, not the same memorised answer. [Full plan](../teacher/day-50.md). Count supplied versus actual materials separately; child-directed adult acts show mathematical choice without proving motor performance. No viewer, returned homework or fixed quota is required.

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