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NEXT04 · Recombine a shared collectionYear 1 Maths · T2 W15–16 · Teacher · Teacher / Next / Next04

Component and target criterion

A-first-Q4 · Checks all 2 recipient amounts are equal and recombines/recounts their 10 members to recover 10; labels the per-recipient unit.

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. Make two equal 6-card recipient groups, then move the same members back into one whole. Use 6+6=12 or recount. A whole-total check alone would also accept 7/5, so inspect both equal amounts before recombining. 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 12 as the whole collection and 2 as the known number of recipients. Deal one library card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 6 complete rounds each recipient has 6 library cards; 0 whole library 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 6 + 6=12. 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 6 as the whole collection and 2 as the known number of recipients. Deal one story mark to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 3 complete rounds each recipient has 3 story marks; 0 whole story marks 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 3 + 3=6. 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.

Observation

For the guided source, ask the child to name the per-recipient amount and any leftover, show equal groups and check the full whole. Focus on: Check equality and conservation together. Keep the model/source visible and record exact first wording, not merely a correct numeral.

Guided source criterion

On this new guided source, check equality and conservation together: show the exact requested relationship and unit using the complete stated collection; keep equality or the required pack/kit structure and any leftover explicit. This is the guided source criterion, not a demand to answer 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.