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NEXT14 · Draw each known kitYear 1 Maths · T2 W15–16 · Teacher · Teacher / Next / Next14

Component and target criterion

D-first-Q2 · Represents three distinct groups of four members, each original required member once; no 7-member add-dimensions model.

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. Draw four separate kit outlines and place three distinct members in each. Inspect all four groups before recounting 12. A drawing with three groups of four can total 12 but does not represent this exact four-kit source; discuss what its labels mean. 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

There are 4 known kits with 3 street-sign cards in every kit. Build or draw each kit separately and count every member once. 3+3+3+3=12 street-sign cards in all. The numbers 4 and 3 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 4 kits still contains 3; then recount or use another taught equal-group method. A multiplication symbol is optional adult shorthand, not a prerequisite or a demand for times-table recall.

Full different guided practice

Guided worked possibility

There are 2 known kits with 4 path marks in every kit. Build or draw each kit separately and count every member once. 4+4=8 path marks in all. The numbers 2 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 2 kits still contains 4; then recount or use another taught equal-group method. A multiplication symbol is optional adult shorthand, not a prerequisite or a demand for times-table recall.

Observation

For the guided source, ask the child to name the total members, show the stated number of equally filled kits and check each kit and the whole. Focus on: Represent the known number and size of groups. Keep the model/source visible and record exact first wording, not merely a correct numeral.

Guided source criterion

On this new guided source, represent the known number and size of groups: 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.