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NEXT03 · A whole is not eachYear 1 Maths · T2 W15–16 · Teacher · Teacher / Next / Next03

Component and target criterion

A-first-Q3 · Rejects ten game cards for each player because that would give the whole ten to one player or need twenty cards for both. Names five cards each and checks the actual ten-card collection.

Purpose

Teach this particular missing component with a new ordinary job after retaining the held first response. The previous answer/source is not silently edited into a new independent sample.

Entry

Read the exact original response and separate access support from mathematical hints. Check counting the fresh whole and understanding the named unit. Offer a small new four-member/two-place or six-member/two-per-pack introduction if this representation is new; do not require fluent symbolic division.

Materials

Plain paper, a pencil or child-directed marks, safe large pieces and named places. A place can be a drawn box or spoken label. No food, real money, purchase, printer, account or device required. A helper moves only the piece/place the child chooses.

Time

About 8–12 minutes, unpiloted; split or stop as needed.

Five full teaching moves

1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Introduce a pretend claim that each place gets all 8. Build that proposed allocation using only the actual 8 and show the second recipient is omitted. Reset the collection, allocate equally and label four-per-place versus eight-in all. 3. Teach with the separate worked possibility below only after that first attempt. Invite the child to direct a different coherent model; do not require a faster strategy or a repeated physical action. 4. Introduce the full different guided source, not just new numerals. Let the child first choose a representation and label the requested quantity. 5. Recheck the precise new-source component, record actual support and choose another fresh opportunity later if needed.

New-source adult model

Name 8 as the whole collection and 2 as the known number of recipients. Deal one fabric-picture card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 fabric-picture cards; 0 whole fabric-picture cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4=8. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.

Full different guided practice

Guided worked possibility

Name 10 as the whole collection and 2 as the known number of recipients. Deal one pattern card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 5 complete rounds each recipient has 5 pattern cards; 0 whole pattern cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 5 + 5=10. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job. The supplied claim does not fit: check the complete represented collection and the exact required relationship rather than the confidence of the claim.

Observation

Read the full guided source and its stated helper claim. Invite the child to decide whether it fits and explain with a model, words or directed objects. Keep both first response and any subsequent support. Challenge a whole-as-each claim.

Guided source criterion

Explains why the specific helper claim in this new guided source fails the stated relationship, using the actual whole, requested unit and equality/complete-size/equal-kit rule. An unexplained rejection or correct numeral alone is insufficient. Keep this guided source distinct from the old held case.

Follow-up and eligibility

A later new small source may change the named purpose or one stated quantity. Introduce it whole, check its intended relationship and criterion before use, and keep it as a separate dated record. A prompted correction now is supported teaching, not proof of unseen transfer.

Access choices

Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.