Useful outcome
Make two packing plans for the same thirty-two marks. Use existing safe pieces, original marks or the empty own organiser · Complete terms. Full description. The child may keep the product private.
Prepare and check entry
Prepare the ordinary whole 32 and separate counted/waiting space, two or three parts as relevant, large numeral cards and optional verified ten-strips. Audit a ten before using it. Ask for one-to-one coverage and value of a full unit. Teach missing entry knowledge on a new small collection before today's larger example. Smaller actual quantities remain useful and are named.
Run the 25-minute component
- Start, 3 minutes: offer the useful outcome. Ask what amount is being organised and how we can include each object once.
- Model, 5 minutes: 30 + 2 = 32. Another account is 20 + 12 = 32. These describe one original collection. Verify each part and include each object once. Verify the starting three tens and two ones. Replace one strip with ten singles. Remove the old strip. Count two tens and twelve ones. Both accounts represent 32.
- Try together, 7 minutes: the child selects boundaries/members; an adult may move marks at their direction. Ask “What is in each part? What stayed the same?” Check by the actual members, not only matching printed numerals.
- Choose, 7 minutes: take one of Drawing labels, Game-card plan, Display dots. Different purposes/quantities give new work; they are not fixed sensory learner labels.
- Show and check, 3 minutes: ask for today's relevant part values, whole and one reason. Keep first thinking/support, then a revision if needed. A model already supplied is not independently invented.
- Next invitation: If both versions remain, mark the ten represented objects and remove their old strip as the singles replace it. If the whole changes, count a new smaller account before/after one exchange.
Likely confusion and response
An exchange replaces a representation. Leaving the old strip and its replacement singles duplicates ten objects. If both versions remain, mark the ten represented objects and remove their old strip as the singles replace it. If the whole changes, count a new smaller account before/after one exchange.
What to notice
Look for correct whole/part membership, matching quantities, the day's particular exchange/transfer/check and a supported reason. A correct whole alone does not prove every component. A child can choose a valid partition different from the model. Record actual quantity, access support and mathematical prompts; do not grade voice, handwriting, speed or motor independence.
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