# Adult assessment/next teaching · keep out of learner routes ### Held #### A-first ##### A 10 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 2 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 5 ##### Fiction true ##### Id A-first ##### Kind share ##### Leftover 0 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### A-first-q1 ###### Criterion Names 5 game cards per recipient, accounting for the entire collection. ###### Id A-first-Q1 ###### Next id NEXT01 ###### Own value [Genuinely empty own space] ###### Prompt How many game cards should each recipient receive? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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. ###### A-first-q2 ###### Criterion Represents all 10 members exactly once across 2 equal recipient groups of 5; no extra or omitted member. ###### Id A-first-Q2 ###### Next id NEXT02 ###### Own value [Genuinely empty own space] ###### Prompt Show a model of all 10 game cards shared equally between the 2 recipients. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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. ###### A-first-q3 ###### Criterion 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. ###### Id A-first-Q3 ###### Next id NEXT03 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper says each player gets ten game cards. Does that fit this job? Explain using the collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked 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. Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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. ###### A-first-q4 ###### Criterion Checks all 2 recipient amounts are equal and recombines/recounts their 10 members to recover 10; labels the per-recipient unit. ###### Id A-first-Q4 ###### Next id NEXT04 ###### Own value [Genuinely empty own space] ###### Prompt Show a check of the equal shares and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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. ##### Source Ten whole game cards are shared equally between two pretend players. All cards go to a player. ##### Stage first ##### Title A fair card game ##### Unit game cards ##### Worked Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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. #### B-first ##### A 15 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 3 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 5 ##### Fiction true ##### Id B-first ##### Kind group ##### Leftover 0 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### B-first-q1 ###### Criterion Names 5 complete groups; answer counts groups, not members per group. ###### Id B-first-Q1 ###### Next id NEXT05 ###### Own value [Genuinely empty own space] ###### Prompt How many complete packs can be made? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 15 as the whole available collection and 3 sign cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole sign cards aside. 3+3+3+3+3=15; The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### B-first-q2 ###### Criterion Represents 5 complete groups of 3 members, with all 15 members represented once. ###### Id B-first-Q2 ###### Next id NEXT06 ###### Own value [Genuinely empty own space] ###### Prompt Show every one of the 15 sign cards in a model with exactly 3 in each complete group. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 15 as the whole available collection and 3 sign cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole sign cards aside. 3+3+3+3+3=15; The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### B-first-q3 ###### Criterion Rejects three as the complete-group result; distinguishes required size 3, completed count 5. ###### Id B-first-Q3 ###### Next id NEXT07 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper suggests: “Three.” Does that name the correct number of complete groups? Explain. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects three as the complete-group result; distinguishes required size 3, completed count 5. Name 15 as the whole available collection and 3 sign cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole sign cards aside. 3+3+3+3+3=15; The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### B-first-q4 ###### Criterion Checks every completed group has 3 members and recounts/recombines 15 packed members to recover 15. ###### Id B-first-Q4 ###### Next id NEXT08 ###### Own value [Genuinely empty own space] ###### Prompt Show a check using the complete-group rule and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 15 as the whole available collection and 3 sign cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole sign cards aside. 3+3+3+3+3=15; The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Source Fifteen whole sign cards are available. Every complete pretend sign pack needs three cards. ##### Stage first ##### Title Complete sign packs ##### Unit sign cards ##### Worked Name 15 as the whole available collection and 3 sign cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole sign cards aside. 3+3+3+3+3=15; The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### C-first ##### A 14 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 3 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 4 ##### Fiction true ##### Id C-first ##### Kind share ##### Leftover 2 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### C-first-q1 ###### Criterion Names 4 drawing cards per recipient and 2 whole drawing cards aside. ###### Id C-first-Q1 ###### Next id NEXT09 ###### Own value [Genuinely empty own space] ###### Prompt How many drawing cards should each recipient receive, and how many should stay aside? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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 + 4=12, then 12+2=14. 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. ###### C-first-q2 ###### Criterion Represents all 14 members exactly once across 3 equal recipient groups of 4 and a separate 2 leftover group. ###### Id C-first-Q2 ###### Next id NEXT10 ###### Own value [Genuinely empty own space] ###### Prompt Show a model of all 14 drawing cards shared equally between the 3 recipients with leftovers aside. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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 + 4=12, then 12+2=14. 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. ###### C-first-q3 ###### Criterion Rejects giving the spare cards to one recipient because it makes the stated equal shares unequal; keeps 4 each/2 aside. ###### Id C-first-Q3 ###### Next id NEXT11 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper suggests: “Give the two spare cards to just one display.” Does that fit this job? Explain using the collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects giving the spare cards to one recipient because it makes the stated equal shares unequal; keeps 4 each/2 aside. Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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 + 4=12, then 12+2=14. 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. ###### C-first-q4 ###### Criterion Checks all 3 recipient amounts are equal and recombines/recounts their 12 members plus 2 aside to recover 14. ###### Id C-first-Q4 ###### Next id NEXT12 ###### Own value [Genuinely empty own space] ###### Prompt Show a check of the equal shares and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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 + 4=12, then 12+2=14. 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. ##### Source Fourteen whole drawing cards are shared equally between three pretend displays. Give each display as many whole cards as possible, keep shares equal and leave leftovers aside. ##### Stage first ##### Title An equal drawing share ##### Unit drawing cards ##### Worked Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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 + 4=12, then 12+2=14. 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. #### D-first ##### A 3 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 4 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 12 ##### Fiction true ##### Id D-first ##### Kind repeat ##### Leftover 0 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### D-first-q1 ###### Criterion Names 12 panel cards in all, covering all three four-card kits. ###### Id D-first-Q1 ###### Next id NEXT13 ###### Own value [Genuinely empty own space] ###### Prompt How many panel cards are needed in all? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked There are 3 known kits with 4 panel cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 panel cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. ###### D-first-q2 ###### Criterion Represents three distinct groups of four members, each original required member once; no 7-member add-dimensions model. ###### Id D-first-Q2 ###### Next id NEXT14 ###### Own value [Genuinely empty own space] ###### Prompt Show all three kits with four panel cards in each. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked There are 3 known kits with 4 panel cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 panel cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. ###### D-first-q3 ###### Criterion Rejects 7 because 3 names kits and 4 names cards per kit; three complete four-card groups require 12 members. ###### Id D-first-Q3 ###### Next id NEXT15 ###### Own value [Genuinely empty own space] ###### Prompt A helper suggests: “Seven cards in all, because three and four make seven.” Do you agree? Explain. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects 7 because 3 names kits and 4 names cards per kit; three complete four-card groups require 12 members. There are 3 known kits with 4 panel cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 panel cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. ###### D-first-q4 ###### Criterion Checks all three kits have 4 cards and recounts/recombines 4+4+4=12 required cards, with a labelled whole unit. ###### Id D-first-Q4 ###### Next id NEXT16 ###### Own value [Genuinely empty own space] ###### Prompt Show a check that each kit is complete and every required card is counted. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked There are 3 known kits with 4 panel cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 panel cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. ##### Source Three pretend theatre kits each need four whole panel cards. ##### Stage first ##### Title A whole theatre request ##### Unit panel cards ##### Worked There are 3 known kits with 4 panel cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 panel cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. #### A-later ##### A 18 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 3 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 6 ##### Fiction true ##### Id A-later ##### Kind share ##### Leftover 0 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### A-later-q1 ###### Criterion Names 6 bookmark cards per recipient, accounting for the entire collection. ###### Id A-later-Q1 ###### Next id NEXT17 ###### Own value [Genuinely empty own space] ###### Prompt How many bookmark cards should each recipient receive? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 18 as the whole collection and 3 as the known number of recipients. Deal one bookmark 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 bookmark cards; 0 whole bookmark 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 + 6=18. 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. ###### A-later-q2 ###### Criterion Represents all 18 members exactly once across 3 equal recipient groups of 6; no extra or omitted member. ###### Id A-later-Q2 ###### Next id NEXT18 ###### Own value [Genuinely empty own space] ###### Prompt Show a model of all 18 bookmark cards shared equally between the 3 recipients. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 18 as the whole collection and 3 as the known number of recipients. Deal one bookmark 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 bookmark cards; 0 whole bookmark 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 + 6=18. 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. ###### A-later-q3 ###### Criterion Rejects three cards each because three names the makers and only nine of the eighteen cards would be assigned. Names six cards each and accounts for the full eighteen. ###### Id A-later-Q3 ###### Next id NEXT19 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper says each maker gets three bookmark cards because there are three makers. Does that fit this job? Explain using the collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects three cards each because three names the makers and only nine of the eighteen cards would be assigned. Names six cards each and accounts for the full eighteen. Name 18 as the whole collection and 3 as the known number of recipients. Deal one bookmark 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 bookmark cards; 0 whole bookmark 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 + 6=18. 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. ###### A-later-q4 ###### Criterion Checks all 3 recipient amounts are equal and recombines/recounts their 18 members to recover 18; labels the per-recipient unit. ###### Id A-later-Q4 ###### Next id NEXT20 ###### Own value [Genuinely empty own space] ###### Prompt Show a check of the equal shares and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 18 as the whole collection and 3 as the known number of recipients. Deal one bookmark 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 bookmark cards; 0 whole bookmark 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 + 6=18. 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. ##### Source Eighteen whole bookmark cards are shared equally between three pretend makers. All cards go to a maker. ##### Stage later ##### Title Three bookmark makers ##### Unit bookmark cards ##### Worked Name 18 as the whole collection and 3 as the known number of recipients. Deal one bookmark 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 bookmark cards; 0 whole bookmark 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 + 6=18. 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. #### B-later ##### A 17 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 4 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 4 ##### Fiction true ##### Id B-later ##### Kind group ##### Leftover 1 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### B-later-q1 ###### Criterion Names 4 complete groups and 1 whole wheel card aside. ###### Id B-later-Q1 ###### Next id NEXT21 ###### Own value [Genuinely empty own space] ###### Prompt How many complete packs can be made, and how many cards stay aside? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 17 as the whole available collection and 4 wheel cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole wheel card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### B-later-q2 ###### Criterion Represents 4 complete groups of 4 members and 1 member separately aside, with all 17 members represented once. ###### Id B-later-Q2 ###### Next id NEXT22 ###### Own value [Genuinely empty own space] ###### Prompt Show every one of the 17 wheel cards in a model with exactly 4 in each complete group and leftovers aside. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 17 as the whole available collection and 4 wheel cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole wheel card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### B-later-q3 ###### Criterion Rejects five complete packs as the complete-group result; distinguishes required size 4, completed count 4 and a short leftover collection of 1 which is not another complete group. ###### Id B-later-Q3 ###### Next id NEXT23 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper suggests: “Five complete packs.” Does that name the correct number of complete groups? Explain. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects five complete packs as the complete-group result; distinguishes required size 4, completed count 4 and a short leftover collection of 1 which is not another complete group. Name 17 as the whole available collection and 4 wheel cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole wheel card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### B-later-q4 ###### Criterion Checks every completed group has 4 members and recounts/recombines 16 packed members plus 1 loose to recover 17. ###### Id B-later-Q4 ###### Next id NEXT24 ###### Own value [Genuinely empty own space] ###### Prompt Show a check using the complete-group rule and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 17 as the whole available collection and 4 wheel cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole wheel card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Source Seventeen whole wheel cards are available. A complete pretend vehicle pack needs four cards. Make as many complete packs as possible and leave leftover cards aside. ##### Stage later ##### Title Whole wheel-card packs ##### Unit wheel cards ##### Worked Name 17 as the whole available collection and 4 wheel cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole wheel card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### C-later ##### A 19 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 4 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 4 ##### Fiction true ##### Id C-later ##### Kind share ##### Leftover 3 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### C-later-q1 ###### Criterion Names 4 flag cards per recipient and 3 whole flag cards aside. ###### Id C-later-Q1 ###### Next id NEXT25 ###### Own value [Genuinely empty own space] ###### Prompt How many flag cards should each recipient receive, and how many should stay aside? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 19 as the whole collection and 4 as the known number of recipients. Deal one flag 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 flag cards; 3 whole flag 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 + 4 + 4=16, then 16+3=19. 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. ###### C-later-q2 ###### Criterion Represents all 19 members exactly once across 4 equal recipient groups of 4 and a separate 3 leftover group. ###### Id C-later-Q2 ###### Next id NEXT26 ###### Own value [Genuinely empty own space] ###### Prompt Show a model of all 19 flag cards shared equally between the 4 recipients with leftovers aside. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 19 as the whole collection and 4 as the known number of recipients. Deal one flag 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 flag cards; 3 whole flag 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 + 4 + 4=16, then 16+3=19. 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. ###### C-later-q3 ###### Criterion Rejects 5 each because four such shares need 20 members, but only 19 whole cards are supplied;4 each/3 aside fits the stated task. ###### Id C-later-Q3 ###### Next id NEXT27 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper suggests: “Five cards for every kit.” Does that fit this job? Explain using the collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects 5 each because four such shares need 20 members, but only 19 whole cards are supplied;4 each/3 aside fits the stated task. Name 19 as the whole collection and 4 as the known number of recipients. Deal one flag 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 flag cards; 3 whole flag 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 + 4 + 4=16, then 16+3=19. 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. ###### C-later-q4 ###### Criterion Checks all 4 recipient amounts are equal and recombines/recounts their 16 members plus 3 aside to recover 19. ###### Id C-later-Q4 ###### Next id NEXT28 ###### Own value [Genuinely empty own space] ###### Prompt Show a check of the equal shares and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 19 as the whole collection and 4 as the known number of recipients. Deal one flag 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 flag cards; 3 whole flag 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 + 4 + 4=16, then 16+3=19. 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. ##### Source Nineteen whole flag cards are shared equally between four pretend kits. Give each kit as many whole cards as possible, keep shares equal and leave leftovers aside. ##### Stage later ##### Title Four equal flag-card kits ##### Unit flag cards ##### Worked Name 19 as the whole collection and 4 as the known number of recipients. Deal one flag 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 flag cards; 3 whole flag 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 + 4 + 4=16, then 16+3=19. 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. #### D-later ##### A 18 ##### Allowed help Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint. ##### B 5 ##### Eligibility Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria. ##### Expected 3 ##### Fiction true ##### Id D-later ##### Kind group ##### Leftover 3 ##### Presentation Future child route: full neutral source, four exact questions and four genuine empty own spaces, initially closed native same-page complete-source disclosure, matched paper/complete alternative. Future staff route: clear links to matching neutral source, own page, matched V13–20 SVG/full alternative and all four NEXT pages; ordinary seven-field paper clearly distinguished. No staff criterion/worked/next on child routes; no source-navigation draft loss. ##### Questions ###### D-later-q1 ###### Criterion Names 3 complete groups and 3 whole route cards aside. ###### Id D-later-Q1 ###### Next id NEXT29 ###### Own value [Genuinely empty own space] ###### Prompt How many complete sleeves can be made, and how many cards stay aside? ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### D-later-q2 ###### Criterion Represents 3 complete groups of 5 members and 3 members separately aside, with all 18 members represented once. ###### Id D-later-Q2 ###### Next id NEXT30 ###### Own value [Genuinely empty own space] ###### Prompt Show every one of the 18 route cards in a model with exactly 5 in each complete group and leftovers aside. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### D-later-q3 ###### Criterion Rejects four complete sleeves as the complete-group result; distinguishes required size 5, completed count 3 and a short leftover collection of 3 which is not another complete group. ###### Id D-later-Q3 ###### Next id NEXT31 ###### Own value [Genuinely empty own space] ###### Prompt A pretend helper suggests: “Four complete sleeves.” Does that name the correct number of complete groups? Explain. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Rejects four complete sleeves as the complete-group result; distinguishes required size 5, completed count 3 and a short leftover collection of 3 which is not another complete group. Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ###### D-later-q4 ###### Criterion Checks every completed group has 5 members and recounts/recombines 15 packed members plus 3 loose to recover 18. ###### Id D-later-Q4 ###### Next id NEXT32 ###### Own value [Genuinely empty own space] ###### Prompt Show a check using the complete-group rule and the whole original collection. ###### Record Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence. ###### Worked Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Source Eighteen whole route cards are available. Each complete pretend route sleeve needs five cards. Make as many complete sleeves as possible and leave leftovers aside. ##### Stage later ##### Title Complete five-card sleeves ##### Unit route cards ##### Worked Name 18 as the whole available collection and 5 route cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole route cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ### Next #### Next01 ##### A 6 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Find one recipient amount ##### For component A-first-Q1 ##### Guided practice ###### A 8 ###### B 2 ###### Expected 4 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 8 whole garden labels are shared equally between 2 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit garden labels ###### Worked Name 8 as the whole collection and 2 as the known number of recipients. Deal one garden label 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 garden labels; 0 whole garden labels 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. ##### Id NEXT01 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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: Find one recipient amount. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, find one recipient amount: 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. ##### Source A new pretend collection has 6 whole seed-picture cards. Share equally between 2 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Names 5 game cards per recipient, accounting for the entire collection. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Count the entire 6 once, name two recipients, then complete one-to-each rounds. Count just one resulting recipient group; point to both groups to check equality. Distinguish 6 in all,2 places and 3 per place. 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. ##### Title A seed-folder label ##### Transfer 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. ##### Unit seed-picture cards ##### Worked Name 6 as the whole collection and 2 as the known number of recipients. Deal one seed-picture card 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 seed-picture cards; 0 whole seed-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 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. #### Next02 ##### A 12 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Keep membership and recipient identity ##### For component A-first-Q2 ##### Guided practice ###### A 9 ###### B 3 ###### Expected 3 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 9 whole map marks are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit map marks ###### Worked Name 9 as the whole collection and 3 as the known number of recipients. Deal one map 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 map marks; 0 whole map 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 + 3=9. 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. ##### Id NEXT02 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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: Keep membership and recipient identity. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, keep membership and recipient identity: 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. ##### Source A new pretend collection has 12 whole animal-picture cards. Share equally between 3 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Represents all 10 members exactly once across 2 equal recipient groups of 5; no extra or omitted member. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Name three display places before moving any of the 12. Give every member one location and match one member across the three places per round. A coloured or larger area does not count as a mathematical share; inspect actual membership. 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. ##### Title A model with every member ##### Transfer 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. ##### Unit animal-picture cards ##### Worked Name 12 as the whole collection and 3 as the known number of recipients. Deal one animal-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 animal-picture cards; 0 whole animal-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 + 4=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. #### Next03 ##### A 8 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Challenge a whole-as-each claim ##### For component A-first-Q3 ##### Guided practice ###### A 10 ###### B 2 ###### Claim A pretend helper says each place gets all ten cards. ###### Expected 5 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 10 whole pattern cards are shared equally between 2 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? A pretend helper says each place gets all ten cards. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit pattern cards ###### Worked 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. ##### Id NEXT03 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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. ##### Review 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. ##### Source A new pretend collection has 8 whole fabric-picture cards. Share equally between 2 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion 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. ##### Teacher 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. ##### Title A whole is not each ##### Transfer 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. ##### Unit fabric-picture cards ##### Worked 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. #### Next04 ##### A 12 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 6 ##### Focus Check equality and conservation together ##### For component A-first-Q4 ##### Guided practice ###### A 6 ###### B 2 ###### Expected 3 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 6 whole story marks are shared equally between 2 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit story marks ###### Worked 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. ##### Id NEXT04 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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. ##### Review 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. ##### Source A new pretend collection has 12 whole library cards. Share equally between 2 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Checks all 2 recipient amounts are equal and recombines/recounts their 10 members to recover 10; labels the per-recipient unit. ##### Teacher 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. ##### Title Recombine a shared collection ##### Transfer 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. ##### Unit library cards ##### Worked 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. #### Next05 ##### A 12 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Distinguish pack size from pack count ##### For component B-first-Q1 ##### Guided practice ###### A 10 ###### B 2 ###### Expected 5 ###### Kind group ###### Leftover 0 ###### Source In a separately introduced new job, 10 whole toy-picture cards are available. Each complete pack needs 2 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit toy-picture cards ###### Worked Name 10 as the whole available collection and 2 toy-picture cards as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole toy-picture cards aside. 2+2+2+2+2=10; The requested number 5 names packs; 2 names members in one pack. A leftover group of fewer than 2 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT05 ##### Kind group ##### Leftover 0 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Distinguish pack size from pack count. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, distinguish pack size from pack count: 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. ##### Source A new pretend collection has 12 whole tool-picture cards. Every complete pack needs 4 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Names 5 complete groups; answer counts groups, not members per group. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Make one four-card toolkit and label its required size 4. Repeat until the 12 members are used. Touch each complete pack once to count 3 packs, then inspect the four members in each; the result unit is packs. 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. ##### Title Count completed kits ##### Transfer 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. ##### Unit tool-picture cards ##### Worked Name 12 as the whole available collection and 4 tool-picture cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 0 whole tool-picture cards aside. 4+4+4=12; The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next06 ##### A 10 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 5 ##### Focus Build a complete fixed-size model ##### For component B-first-Q2 ##### Guided practice ###### A 12 ###### B 3 ###### Expected 4 ###### Kind group ###### Leftover 0 ###### Source In a separately introduced new job, 12 whole ticket marks are available. Each complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit ticket marks ###### Worked Name 12 as the whole available collection and 3 ticket marks as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 0 whole ticket marks aside. 3+3+3+3=12; The requested number 4 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT06 ##### Kind group ##### Leftover 0 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Build a complete fixed-size model. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, build a complete fixed-size model: 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. ##### Source A new pretend collection has 10 whole sock-picture cards. Every complete pack needs 2 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Represents 5 complete groups of 3 members, with all 15 members represented once. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Use two-card pack outlines, but do not fill or number their completed count for the child. Child chooses each two-member group from the 10 and names each completed pack; track every member once. Empty outlines are not completed packs. 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. ##### Title Keep one location per card ##### Transfer 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. ##### Unit sock-picture cards ##### Worked Name 10 as the whole available collection and 2 sock-picture cards as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole sock-picture cards aside. 2+2+2+2+2=10; The requested number 5 names packs; 2 names members in one pack. A leftover group of fewer than 2 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next07 ##### A 14 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 7 ##### Focus Reject a pack-size-as-answer claim ##### For component B-first-Q3 ##### Guided practice ###### A 15 ###### B 3 ###### Claim A pretend helper says there are three packs because three is the required size. ###### Expected 5 ###### Kind group ###### Leftover 0 ###### Source In a separately introduced new job, 15 whole route cards are available. Each complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? A pretend helper says there are three packs because three is the required size. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit route cards ###### Worked Name 15 as the whole available collection and 3 route cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole route cards aside. 3+3+3+3+3=15; The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. The supplied claim does not fit: check the complete represented collection and the exact required relationship rather than the confidence of the claim. ##### Id NEXT07 ##### Kind group ##### Leftover 0 ##### 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. ##### 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. ##### Review 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. Reject a pack-size-as-answer claim. ##### Review 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. ##### Source A new pretend collection has 14 whole envelope marks. Every complete pack needs 2 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Rejects three as the complete-group result; distinguishes required size 3, completed count 5. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Introduce the claim two packs because each pack has two marks. Construct the whole 14 as seven two-mark packs, then compare the count of packs to members within one pack. Ask the child to label both quantities with different unit words. 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. ##### Title A size is not the number of packs ##### Transfer 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. ##### Unit envelope marks ##### Worked Name 14 as the whole available collection and 2 envelope marks as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 7 complete packs and 0 whole envelope marks aside. 2+2+2+2+2+2+2=14; The requested number 7 names packs; 2 names members in one pack. A leftover group of fewer than 2 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next08 ##### A 18 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 6 ##### Focus Check the fixed-size rule and whole ##### For component B-first-Q4 ##### Guided practice ###### A 16 ###### B 4 ###### Expected 4 ###### Kind group ###### Leftover 0 ###### Source In a separately introduced new job, 16 whole panel cards are available. Each complete pack needs 4 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit panel cards ###### Worked Name 16 as the whole available collection and 4 panel cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 0 whole panel cards aside. 4+4+4+4=16; The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT08 ##### Kind group ##### Leftover 0 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Check the fixed-size rule and whole. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, check the fixed-size rule and whole: 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. ##### Source A new pretend collection has 18 whole theatre cards. Every complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Checks every completed group has 3 members and recounts/recombines 15 packed members to recover 15. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Make six complete three-card theatre packs, each group internally checked. Recombine by recounting all members or 3+3+3+3+3+3=18. An 18 total without inspecting each group would not prove all packs are size 3. 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. ##### Title Rebuild the whole from packs ##### Transfer 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. ##### Unit theatre cards ##### Worked Name 18 as the whole available collection and 3 theatre cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 6 complete packs and 0 whole theatre cards aside. 3+3+3+3+3+3=18; The requested number 6 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next09 ##### A 13 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Find each amount and leftover separately ##### For component C-first-Q1 ##### Guided practice ###### A 11 ###### B 2 ###### Expected 5 ###### Kind share ###### Leftover 1 ###### Source In a separately introduced new job, 11 whole postcard marks are shared equally between 2 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit postcard marks ###### Worked Name 11 as the whole collection and 2 as the known number of recipients. Deal one postcard mark 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 postcard marks; 1 whole postcard mark remains 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, then 10+1=11. 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. ##### Id NEXT09 ##### Kind share ##### Leftover 1 ##### 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. ##### 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. ##### Review 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: Find each amount and leftover separately. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, find each amount and leftover separately: 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. ##### Source A new pretend collection has 13 whole display cards. Share equally between 3 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Names 4 drawing cards per recipient and 2 whole drawing cards aside. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Keep three display places and one separate spare place. Deal four complete rounds from 13; one remains aside. Count one share and the spare independently, then check 4+4+4=12 and 12+1=13. Do not treat the spare as a fourth recipient. 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. ##### Title A fair share with a spare ##### Transfer 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. ##### Unit display cards ##### Worked Name 13 as the whole collection and 3 as the known number of recipients. Deal one display 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 display cards; 1 whole display card remains 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 + 4=12, then 12+1=13. 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. #### Next10 ##### A 10 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Represent all members, including the rest ##### For component C-first-Q2 ##### Guided practice ###### A 14 ###### B 3 ###### Expected 4 ###### Kind share ###### Leftover 2 ###### Source In a separately introduced new job, 14 whole art cards are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit art cards ###### Worked Name 14 as the whole collection and 3 as the known number of recipients. Deal one art 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 art cards; 2 whole art 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 + 4=12, then 12+2=14. 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. ##### Id NEXT10 ##### Kind share ##### Leftover 1 ##### 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. ##### 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. ##### Review 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: Represent all members, including the rest. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, represent all members, including the rest: 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. ##### Source A new pretend collection has 10 whole plant-picture cards. Share equally between 3 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Represents all 14 members exactly once across 3 equal recipient groups of 4 and a separate 2 leftover group. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Draw three named recipient places and a separate leftover place. Direct 10 individual member moves through complete rounds:3/3/3 plus 1 aside. The leftover is a real member of this supplied collection and cannot disappear from the model. 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. ##### Title A visible leftover model ##### Transfer 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. ##### Unit plant-picture cards ##### Worked Name 10 as the whole collection and 3 as the known number of recipients. Deal one plant-picture card 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 plant-picture cards; 1 whole plant-picture card remains 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 + 3=9, then 9+1=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. #### Next11 ##### A 17 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Explain why a leftover gift changes equality ##### For component C-first-Q3 ##### Guided practice ###### A 13 ###### B 3 ###### Claim A pretend helper suggests giving the one spare card to just one recipient. ###### Expected 4 ###### Kind share ###### Leftover 1 ###### Source In a separately introduced new job, 13 whole character cards are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? A pretend helper suggests giving the one spare card to just one recipient. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit character cards ###### Worked Name 13 as the whole collection and 3 as the known number of recipients. Deal one character 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 character cards; 1 whole character card remains 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 + 4=12, then 12+1=13. 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. ##### Id NEXT11 ##### Kind share ##### Leftover 1 ##### 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. ##### 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. ##### Review 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. Explain why a leftover gift changes equality. ##### Review 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. ##### Source A new pretend collection has 17 whole costume cards. Share equally between 4 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Rejects giving the spare cards to one recipient because it makes the stated equal shares unequal; keeps 4 each/2 aside. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. First model four equal 4-card places with 1 aside. Try the supplied suggestion to give that one to a single place; compare 5/4/4/4 and name the inequality. Reset to the agreed whole-card equal-share rule; another generosity agreement would be a different job. 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. ##### Title Keep the agreed shares equal ##### Transfer 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. ##### Unit costume cards ##### Worked Name 17 as the whole collection and 4 as the known number of recipients. Deal one costume 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 costume cards; 1 whole costume card remains 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 + 4 + 4=16, then 16+1=17. 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. #### Next12 ##### A 11 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 2 ##### Focus Account for the entire original whole ##### For component C-first-Q4 ##### Guided practice ###### A 15 ###### B 4 ###### Expected 3 ###### Kind share ###### Leftover 3 ###### Source In a separately introduced new job, 15 whole flower marks are shared equally between 4 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit flower marks ###### Worked Name 15 as the whole collection and 4 as the known number of recipients. Deal one flower 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 flower marks; 3 whole flower 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 + 3 + 3=12, then 12+3=15. 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. ##### Id NEXT12 ##### Kind share ##### Leftover 3 ##### 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. ##### 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. ##### Review 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: Account for the entire original whole. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, account for the entire original whole: 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. ##### Source A new pretend collection has 11 whole badge-picture cards. Share equally between 4 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Checks all 3 recipient amounts are equal and recombines/recounts their 12 members plus 2 aside to recover 14. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build 2/2/2/2 and 3 aside from 11. Check the four amounts are equal, then count 8 allocated+3 aside=11. Do not accept only the assigned 8 as the original whole. Keep original identity beside the check. 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. ##### Title Check equal groups and the spare ##### Transfer 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. ##### Unit badge-picture cards ##### Worked Name 11 as the whole collection and 4 as the known number of recipients. Deal one badge-picture card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 2 complete rounds each recipient has 2 badge-picture cards; 3 whole badge-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 2 + 2 + 2 + 2=8, then 8+3=11. 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. #### Next13 ##### A 2 ##### Access 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. ##### B 5 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 10 ##### Focus Find the whole rather than a group count ##### For component D-first-Q1 ##### Guided practice ###### A 3 ###### B 3 ###### Expected 9 ###### Kind repeat ###### Leftover 0 ###### Source A separately introduced job has 3 kits each needing 3 whole shape cards. How many members are needed in all? ###### Title A whole different guided try ###### Unit shape cards ###### Worked There are 3 known kits with 3 shape cards in every kit. Build or draw each kit separately and count every member once. 3+3+3=9 shape cards in all. The numbers 3 and 3 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. ##### Id NEXT13 ##### Kind repeat ##### Leftover 0 ##### 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. ##### 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. ##### Review 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: Find the whole rather than a group count. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, find the whole rather than a group count: 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. ##### Source There are 2 new pretend kits with 5 whole window cards required in each. How many members are needed in all? ##### Target criterion Names 12 panel cards in all, covering all three four-card kits. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Make two named model-window kits with five required cards in each. Count every member once and record 10 cards in all. Point to two kits and five-per-kit as givens, not two loose quantities to add. 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. ##### Title A request for all the kits ##### Transfer 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. ##### Unit window cards ##### Worked There are 2 known kits with 5 window cards in every kit. Build or draw each kit separately and count every member once. 5+5=10 window cards in all. The numbers 2 and 5 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 2 kits still contains 5; 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. #### Next14 ##### A 4 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 12 ##### Focus Represent the known number and size of groups ##### For component D-first-Q2 ##### Guided practice ###### A 2 ###### B 4 ###### Expected 8 ###### Kind repeat ###### Leftover 0 ###### Source A separately introduced job has 2 kits each needing 4 whole path marks. How many members are needed in all? ###### Title A whole different guided try ###### Unit path marks ###### Worked 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. ##### Id NEXT14 ##### Kind repeat ##### Leftover 0 ##### 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. ##### 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. ##### Review 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. ##### Review 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. ##### Source There are 4 new pretend kits with 3 whole street-sign cards required in each. How many members are needed in all? ##### Target criterion Represents three distinct groups of four members, each original required member once; no 7-member add-dimensions model. ##### Teacher 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. ##### Title Draw each known kit ##### Transfer 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. ##### Unit street-sign cards ##### Worked 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. #### Next15 ##### A 3 ##### Access 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. ##### B 5 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 15 ##### Focus Challenge adding unlike dimension labels ##### For component D-first-Q3 ##### Guided practice ###### A 2 ###### B 6 ###### Claim A pretend helper says two kits plus six cards per kit means eight cards in all. ###### Expected 12 ###### Kind repeat ###### Leftover 0 ###### Source A separately introduced job has 2 kits each needing 6 whole book cards. How many members are needed in all? A pretend helper says two kits plus six cards per kit means eight cards in all. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit book cards ###### Worked There are 2 known kits with 6 book cards in every kit. Build or draw each kit separately and count every member once. 6+6=12 book cards in all. The numbers 2 and 6 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 2 kits still contains 6; 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. The supplied claim does not fit: check the complete represented collection and the exact required relationship rather than the confidence of the claim. ##### Id NEXT15 ##### Kind repeat ##### Leftover 0 ##### 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. ##### 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. ##### Review 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 adding unlike dimension labels. ##### Review 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. ##### Source There are 3 new pretend kits with 5 whole recipe-picture cards required in each. How many members are needed in all? ##### Target criterion Rejects 7 because 3 names kits and 4 names cards per kit; three complete four-card groups require 12 members. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. A supplied claim says 3 kits+5 cards per kit=8 cards. Point to the roles of both numbers, then build three actual five-card groups and count 15. A plus sign is not wrong in itself:5+5+5 represents this job;3+5 does not. 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. ##### Title Kits and cards are different units ##### Transfer 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. ##### Unit recipe-picture cards ##### Worked There are 3 known kits with 5 recipe-picture cards in every kit. Build or draw each kit separately and count every member once. 5+5+5=15 recipe-picture cards in all. The numbers 3 and 5 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 kits still contains 5; 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. #### Next16 ##### A 4 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 8 ##### Focus Check the given structure and whole ##### For component D-first-Q4 ##### Guided practice ###### A 3 ###### B 4 ###### Expected 12 ###### Kind repeat ###### Leftover 0 ###### Source A separately introduced job has 3 kits each needing 4 whole scene cards. How many members are needed in all? ###### Title A whole different guided try ###### Unit scene cards ###### Worked There are 3 known kits with 4 scene cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 scene cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 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. ##### Id NEXT16 ##### Kind repeat ##### Leftover 0 ##### 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. ##### 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. ##### Review 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: Check the given structure and whole. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, check the given structure and whole: 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. ##### Source There are 4 new pretend kits with 2 whole mirror-picture cards required in each. How many members are needed in all? ##### Target criterion Checks all three kits have 4 cards and recounts/recombines 4+4+4=12 required cards, with a labelled whole unit. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build four known kits with two cards in each. Verify no kit is short/extra; count 2+2+2+2=8 cards. Preserve the kit labels when checking, rather than only recounting eight unstructured marks. 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. ##### Title Check every equal kit ##### Transfer 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. ##### Unit mirror-picture cards ##### Worked There are 4 known kits with 2 mirror-picture cards in every kit. Build or draw each kit separately and count every member once. 2+2+2+2=8 mirror-picture cards in all. The numbers 4 and 2 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 4 kits still contains 2; 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. #### Next17 ##### A 14 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 7 ##### Focus Find each amount in a new larger small collection ##### For component A-later-Q1 ##### Guided practice ###### A 12 ###### B 3 ###### Expected 4 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 12 whole transport cards are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit transport cards ###### Worked Name 12 as the whole collection and 3 as the known number of recipients. Deal one transport 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 transport cards; 0 whole transport 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 + 4=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. ##### Id NEXT17 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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: Find each amount in a new larger small collection. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, find each amount in a new larger small collection: 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. ##### Source A new pretend collection has 14 whole boat-picture cards. Share equally between 2 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Names 6 bookmark cards per recipient, accounting for the entire collection. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Introduce the whole 14 and two recipients, not a supplied answer. Let the child deal in rounds or partition into two explained equal parts; count 7 per recipient and inspect all 14. A slower model is valid if coherent. 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. ##### Title A two-maker share label ##### Transfer 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. ##### Unit boat-picture cards ##### Worked Name 14 as the whole collection and 2 as the known number of recipients. Deal one boat-picture card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 7 complete rounds each recipient has 7 boat-picture cards; 0 whole boat-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 7 + 7=14. 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. #### Next18 ##### A 15 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 5 ##### Focus Track a new exact sharing model ##### For component A-later-Q2 ##### Guided practice ###### A 16 ###### B 4 ###### Expected 4 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 16 whole building marks are shared equally between 4 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit building marks ###### Worked Name 16 as the whole collection and 4 as the known number of recipients. Deal one building mark 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 building marks; 0 whole building 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 4 + 4 + 4 + 4=16. 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. ##### Id NEXT18 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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: Track a new exact sharing model. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, track a new exact sharing model: 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. ##### Source A new pretend collection has 15 whole park-map cards. Share equally between 3 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Represents all 18 members exactly once across 3 equal recipient groups of 6; no extra or omitted member. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Identify three recipients and 15 members. Use a member/location list or marks with one-to-one correspondence; after five rounds each has 5. Explain how the list shows no duplicated or omitted member, including when a helper moved it. 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. ##### Title Three labelled places ##### Transfer 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. ##### Unit park-map cards ##### Worked Name 15 as the whole collection and 3 as the known number of recipients. Deal one park-map 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 park-map cards; 0 whole park-map 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 + 5=15. 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. #### Next19 ##### A 12 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 6 ##### Focus Reject a recipient-count-as-share claim ##### For component A-later-Q3 ##### Guided practice ###### A 18 ###### B 3 ###### Claim A pretend helper says each recipient gets three cards because there are three recipients. ###### Expected 6 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 18 whole comic marks are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? A pretend helper says each recipient gets three cards because there are three recipients. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit comic marks ###### Worked Name 18 as the whole collection and 3 as the known number of recipients. Deal one comic mark 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 comic marks; 0 whole comic 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 6 + 6 + 6=18. 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. ##### Id NEXT19 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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. Reject a recipient-count-as-share claim. ##### Review 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. ##### Source A new pretend collection has 12 whole mail-picture cards. Share equally between 2 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Rejects three cards each because three names the makers and only nine of the eighteen cards would be assigned. Names six cards each and accounts for the full eighteen. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. A pretend claim gives 2 cards to each because there are 2 recipients. Model that proposal: only 4 of 12 are assigned. Use the remaining 8 to complete equal rounds, reaching 6 each. Name the unit for 2 and 6 separately. 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. ##### Title Recipients are not cards each ##### Transfer 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. ##### Unit mail-picture cards ##### Worked Name 12 as the whole collection and 2 as the known number of recipients. Deal one mail-picture 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 mail-picture cards; 0 whole mail-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 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. #### Next20 ##### A 18 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 9 ##### Focus Check equal amounts and all original members ##### For component A-later-Q4 ##### Guided practice ###### A 14 ###### B 2 ###### Expected 7 ###### Kind share ###### Leftover 0 ###### Source In a separately introduced new job, 14 whole museum marks are shared equally between 2 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit museum marks ###### Worked Name 14 as the whole collection and 2 as the known number of recipients. Deal one museum mark to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 7 complete rounds each recipient has 7 museum marks; 0 whole museum 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 7 + 7=14. 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. ##### Id NEXT20 ##### Kind share ##### Leftover 0 ##### 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. ##### 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. ##### Review 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 equal amounts and all original members. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, check equal amounts and all original members: 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. ##### Source A new pretend collection has 18 whole music-word cards. Share equally between 2 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Checks all 3 recipient amounts are equal and recombines/recounts their 18 members to recover 18; labels the per-recipient unit. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. The sounds can stay silent. Model 9 cards per place from 18; match members across the two groups, then recombine 9+9=18. If only a total is checked, contrast a deliberately separate 10/8 plan to show why total conservation does not prove equality. 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. ##### Title An honest whole-share check ##### Transfer 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. ##### Unit music-word cards ##### Worked Name 18 as the whole collection and 2 as the known number of recipients. Deal one music-word card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 9 complete rounds each recipient has 9 music-word cards; 0 whole music-word 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 9 + 9=18. 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. #### Next21 ##### A 19 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Name completed-group count and leftover ##### For component B-later-Q1 ##### Guided practice ###### A 14 ###### B 4 ###### Expected 3 ###### Kind group ###### Leftover 2 ###### Source In a separately introduced new job, 14 whole drawing marks are available. Each complete pack needs 4 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit drawing marks ###### Worked Name 14 as the whole available collection and 4 drawing marks as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole drawing marks aside. 4+4+4=12; 12+2=14. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT21 ##### Kind group ##### Leftover 3 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Name completed-group count and leftover. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, name completed-group count and leftover: 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. ##### Source A new pretend collection has 19 whole puzzle cards. Every complete pack needs 4 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Names 4 complete groups and 1 whole wheel card aside. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Use a four-card completion rule. Build four complete packs from 19 and keep three loose. Count 4 packs, then 3 cards aside; no partially filled fifth outline counts as a complete pack. 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. ##### Title Complete puzzle packs and loose cards ##### Transfer 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. ##### Unit puzzle cards ##### Worked Name 19 as the whole available collection and 4 puzzle cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 3 whole puzzle cards aside. 4+4+4+4=16; 16+3=19. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next22 ##### A 14 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Represent packed and loose members once ##### For component B-later-Q2 ##### Guided practice ###### A 17 ###### B 3 ###### Expected 5 ###### Kind group ###### Leftover 2 ###### Source In a separately introduced new job, 17 whole stage cards are available. Each complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit stage cards ###### Worked Name 17 as the whole available collection and 3 stage cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 2 whole stage cards aside. 3+3+3+3+3=15; 15+2=17. The requested number 5 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT22 ##### Kind group ##### Leftover 2 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Represent packed and loose members once. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, represent packed and loose members once: 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. ##### Source A new pretend collection has 14 whole ferry-picture cards. Every complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Represents 4 complete groups of 4 members and 1 member separately aside, with all 17 members represented once. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Make four three-member packs and a distinct two-member loose region from 14. Keep original 14 members visible in a list or diagram. Confirm every member has one place, every full pack reaches 3 and leftovers are not silently removed. 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. ##### Title A full packing model ##### Transfer 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. ##### Unit ferry-picture cards ##### Worked Name 14 as the whole available collection and 3 ferry-picture cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 2 whole ferry-picture cards aside. 3+3+3+3=12; 12+2=14. The requested number 4 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next23 ##### A 13 ##### Access 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. ##### B 5 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 2 ##### Focus Explain why a short group is not a completed pack ##### For component B-later-Q3 ##### Guided practice ###### A 16 ###### B 5 ###### Claim A pretend helper calls the one loose card a fourth complete five-card pack. ###### Expected 3 ###### Kind group ###### Leftover 1 ###### Source In a separately introduced new job, 16 whole garden cards are available. Each complete pack needs 5 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? A pretend helper calls the one loose card a fourth complete five-card pack. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit garden cards ###### Worked Name 16 as the whole available collection and 5 garden cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole garden card aside. 5+5+5=15; 15+1=16. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. The supplied claim does not fit: check the complete represented collection and the exact required relationship rather than the confidence of the claim. ##### Id NEXT23 ##### Kind group ##### Leftover 3 ##### 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. ##### 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. ##### Review 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. Explain why a short group is not a completed pack. ##### Review 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. ##### Source A new pretend collection has 13 whole costume marks. Every complete pack needs 5 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Rejects five complete packs as the complete-group result; distinguishes required size 4, completed count 4 and a short leftover collection of 1 which is not another complete group. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Model two five-member packs and three loose marks from 13. A helper calls the loose group a third full pack. Compare 3 to the stated required 5 rather than using the number of outlined boxes; reject that completion claim with exact source evidence. 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. ##### Title Is that last pack really complete? ##### Transfer 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. ##### Unit costume marks ##### Worked Name 13 as the whole available collection and 5 costume marks as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 2 complete packs and 3 whole costume marks aside. 5+5=10; 10+3=13. The requested number 2 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next24 ##### A 11 ##### Access 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. ##### B 2 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 5 ##### Focus Recombine full packs and remainder ##### For component B-later-Q4 ##### Guided practice ###### A 15 ###### B 2 ###### Expected 7 ###### Kind group ###### Leftover 1 ###### Source In a separately introduced new job, 15 whole building cards are available. Each complete pack needs 2 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit building cards ###### Worked Name 15 as the whole available collection and 2 building cards as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 7 complete packs and 1 whole building card aside. 2+2+2+2+2+2+2=14; 14+1=15. The requested number 7 names packs; 2 names members in one pack. A leftover group of fewer than 2 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT24 ##### Kind group ##### Leftover 1 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Recombine full packs and remainder. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, recombine full packs and remainder: 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. ##### Source A new pretend collection has 11 whole shoe-picture cards. Every complete pack needs 2 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Checks every completed group has 4 members and recounts/recombines 16 packed members plus 1 loose to recover 17. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build five complete pairs and one loose from 11. Check every pair has 2, then count 10 packed+1 loose=11. Recounting only ten packed cards would omit the leftover; label the one as a card rather than a complete pair. 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. ##### Title Check all packed and loose members ##### Transfer 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. ##### Unit shoe-picture cards ##### Worked Name 11 as the whole available collection and 2 shoe-picture cards as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 1 whole shoe-picture card aside. 2+2+2+2+2=10; 10+1=11. The requested number 5 names packs; 2 names members in one pack. A leftover group of fewer than 2 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next25 ##### A 17 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 5 ##### Focus Find the maximum equal whole-card share ##### For component C-later-Q1 ##### Guided practice ###### A 14 ###### B 4 ###### Expected 3 ###### Kind share ###### Leftover 2 ###### Source In a separately introduced new job, 14 whole puppet marks are shared equally between 4 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit puppet marks ###### Worked Name 14 as the whole collection and 4 as the known number of recipients. Deal one puppet 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 puppet marks; 2 whole puppet 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 + 3 + 3=12, then 12+2=14. 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. ##### Id NEXT25 ##### Kind share ##### Leftover 2 ##### 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. ##### 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. ##### Review 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: Find the maximum equal whole-card share. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, find the maximum equal whole-card share: 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. ##### Source A new pretend collection has 17 whole festival cards. Share equally between 3 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Names 4 flag cards per recipient and 3 whole flag cards aside. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Deal five complete rounds across three named places from 17; two stay aside. A sixth round would need three available members but only two remain. State 5 cards each/2 aside without suggesting a fractional share or inventing another card. 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. ##### Title A three-place share and spare label ##### Transfer 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. ##### Unit festival cards ##### Worked Name 17 as the whole collection and 3 as the known number of recipients. Deal one festival 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 festival cards; 2 whole festival 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 + 5=15, then 15+2=17. 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. #### Next26 ##### A 15 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Track equality and leftover membership ##### For component C-later-Q2 ##### Guided practice ###### A 19 ###### B 3 ###### Expected 6 ###### Kind share ###### Leftover 1 ###### Source In a separately introduced new job, 19 whole library cards are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit library cards ###### Worked Name 19 as the whole collection and 3 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; 1 whole library card remains 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 + 6=18, then 18+1=19. 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. ##### Id NEXT26 ##### Kind share ##### Leftover 3 ##### 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. ##### 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. ##### Review 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: Track equality and leftover membership. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, track equality and leftover membership: 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. ##### Source A new pretend collection has 15 whole landmark-picture cards. Share equally between 4 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Represents all 19 members exactly once across 4 equal recipient groups of 4 and a separate 3 leftover group. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Use four named places and 15 members. After three complete rounds twelve are assigned and three remain aside. Each place has 3; the separate 3 leftovers are not a fifth recipient share. Label both quantities because their numerals match but meanings differ. 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. ##### Title A four-place model with the rest ##### Transfer 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. ##### Unit landmark-picture cards ##### Worked Name 15 as the whole collection and 4 as the known number of recipients. Deal one landmark-picture card 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 landmark-picture cards; 3 whole landmark-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 3 + 3 + 3 + 3=12, then 12+3=15. 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. #### Next27 ##### A 13 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Explain why a proposed equal amount is unavailable ##### For component C-later-Q3 ##### Guided practice ###### A 17 ###### B 4 ###### Claim A pretend helper proposes five marks for each of the four recipients. ###### Expected 4 ###### Kind share ###### Leftover 1 ###### Source In a separately introduced new job, 17 whole map marks are shared equally between 4 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? A pretend helper proposes five marks for each of the four recipients. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit map marks ###### Worked Name 17 as the whole collection and 4 as the known number of recipients. Deal one map mark 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 map marks; 1 whole map mark remains 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 + 4 + 4=16, then 16+1=17. 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. ##### Id NEXT27 ##### Kind share ##### Leftover 1 ##### 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. ##### 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. ##### Review 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. Explain why a proposed equal amount is unavailable. ##### Review 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. ##### Source A new pretend collection has 13 whole flower-picture cards. Share equally between 4 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Rejects 5 each because four such shares need 20 members, but only 19 whole cards are supplied;4 each/3 aside fits the stated task. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. A supplied claim gives 4 cards to each of four places. Build four four-member required outlines and compare their 16 spaces to the 13 available members. That proposal lacks 3 cards. Reset the 13 into 3 each/1 aside under the original rule. The empty required outlines are a comparison aid, not new actual cards. 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. ##### Title Check a proposed whole-card share ##### Transfer 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. ##### Unit flower-picture cards ##### Worked Name 13 as the whole collection and 4 as the known number of recipients. Deal one flower-picture card 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 flower-picture cards; 1 whole flower-picture card remains 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 + 3 + 3=12, then 12+1=13. 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. #### Next28 ##### A 19 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 6 ##### Focus Check the full collection and equal-share rule ##### For component C-later-Q4 ##### Guided practice ###### A 17 ###### B 3 ###### Expected 5 ###### Kind share ###### Leftover 2 ###### Source In a separately introduced new job, 17 whole label cards are shared equally between 3 places, as many whole members per place as possible, with leftovers aside. How many go to each and how many stay aside? ###### Title A whole different guided try ###### Unit label cards ###### Worked Name 17 as the whole collection and 3 as the known number of recipients. Deal one label 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 label cards; 2 whole label 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 + 5=15, then 15+2=17. 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. ##### Id NEXT28 ##### Kind share ##### Leftover 1 ##### 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. ##### 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. ##### Review 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 the full collection and equal-share rule. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, check the full collection and equal-share rule: 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. ##### Source A new pretend collection has 19 whole story-picture cards. Share equally between 3 named places, as many whole members per place as possible, leaving leftovers aside. How many go to each place and how many remain? ##### Target criterion Checks all 4 recipient amounts are equal and recombines/recounts their 16 members plus 3 aside to recover 19. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build 6/6/6 and 1 aside from 19. Compare the three shares, then check 6+6+6=18 and 18+1=19. A correct remainder alone does not establish the shares or conservation; explain the meaning of both quantities. 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. ##### Title Recombine all the shares and the rest ##### Transfer 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. ##### Unit story-picture cards ##### Worked Name 19 as the whole collection and 3 as the known number of recipients. Deal one story-picture 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 story-picture cards; 1 whole story-picture card remains 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 + 6=18, then 18+1=19. 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. #### Next29 ##### A 16 ##### Access 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. ##### B 5 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Find the number of full groups and the spare ##### For component D-later-Q1 ##### Guided practice ###### A 19 ###### B 6 ###### Expected 3 ###### Kind group ###### Leftover 1 ###### Source In a separately introduced new job, 19 whole shape marks are available. Each complete pack needs 6 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit shape marks ###### Worked Name 19 as the whole available collection and 6 shape marks as the required size of each complete pack. Take exactly 6 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole shape mark aside. 6+6+6=18; 18+1=19. The requested number 3 names packs; 6 names members in one pack. A leftover group of fewer than 6 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT29 ##### Kind group ##### Leftover 1 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Find the number of full groups and the spare. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, find the number of full groups and the spare: 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. ##### Source A new pretend collection has 16 whole route-picture cards. Every complete pack needs 5 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Names 3 complete groups and 3 whole route cards aside. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build three complete five-card sets from 16 and keep one loose. Count completed sets once each; name 3 sets and 1 card. The per-set 5 is given and must not replace the group-count answer. 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. ##### Title A five-card completion label ##### Transfer 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. ##### Unit route-picture cards ##### Worked Name 16 as the whole available collection and 5 route-picture cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole route-picture card aside. 5+5+5=15; 15+1=16. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next30 ##### A 20 ##### Access 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. ##### B 3 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 6 ##### Focus Build a complete-group model with leftover ##### For component D-later-Q2 ##### Guided practice ###### A 13 ###### B 3 ###### Expected 4 ###### Kind group ###### Leftover 1 ###### Source In a separately introduced new job, 13 whole scene cards are available. Each complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit scene cards ###### Worked Name 13 as the whole available collection and 3 scene cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole scene card aside. 3+3+3+3=12; 12+1=13. The requested number 4 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT30 ##### Kind group ##### Leftover 2 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Build a complete-group model with leftover. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, build a complete-group model with leftover: 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. ##### Source A new pretend collection has 20 whole exhibition cards. Every complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Represents 3 complete groups of 5 members and 3 members separately aside, with all 18 members represented once. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Introduce twenty distinct members and a three-card rule. Represent six completed groups and two loose; each card has one location. A group label without 3 represented members is not sufficient. Check 18 packed+2 loose=20. 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. ##### Title Every member has one packing place ##### Transfer 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. ##### Unit exhibition cards ##### Worked Name 20 as the whole available collection and 3 exhibition cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 6 complete packs and 2 whole exhibition cards aside. 3+3+3+3+3+3=18; 18+2=20. The requested number 6 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next31 ##### A 14 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 3 ##### Focus Reject an extra-complete-pack claim ##### For component D-later-Q3 ##### Guided practice ###### A 18 ###### B 5 ###### Claim A pretend helper proposes four complete five-card packs. ###### Expected 3 ###### Kind group ###### Leftover 3 ###### Source In a separately introduced new job, 18 whole plant cards are available. Each complete pack needs 5 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? A pretend helper proposes four complete five-card packs. Does that fit this whole job? Explain using the stated collection and rule. ###### Title A whole different guided try ###### Unit plant cards ###### Worked Name 18 as the whole available collection and 5 plant cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole plant cards aside. 5+5+5=15; 15+3=18. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. The supplied claim does not fit: check the complete represented collection and the exact required relationship rather than the confidence of the claim. ##### Id NEXT31 ##### Kind group ##### Leftover 2 ##### 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. ##### 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. ##### Review 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. Reject an extra-complete-pack claim. ##### Review 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. ##### Source A new pretend collection has 14 whole sign-picture cards. Every complete pack needs 4 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Rejects four complete sleeves as the complete-group result; distinguishes required size 5, completed count 3 and a short leftover collection of 3 which is not another complete group. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Use 14 cards, four required per complete pack. Build three full packs and two loose. A fourth complete pack would need 16 cards; only 14 are available. Reject the claim four complete packs using the source and preserve the two loose cards in the account. 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. ##### Title A loose group is still short ##### Transfer 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. ##### Unit sign-picture cards ##### Worked Name 14 as the whole available collection and 4 sign-picture cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole sign-picture cards aside. 4+4+4=12; 12+2=14. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. #### Next32 ##### A 18 ##### Access 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. ##### B 4 ##### Duration About 8–12 minutes, unpiloted; split or stop as needed. ##### 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. ##### Expected 4 ##### Focus Check complete size, count and leftover together ##### For component D-later-Q4 ##### Guided practice ###### A 11 ###### B 3 ###### Expected 3 ###### Kind group ###### Leftover 2 ###### Source In a separately introduced new job, 11 whole postcard marks are available. Each complete pack needs 3 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftovers are there? ###### Title A whole different guided try ###### Unit postcard marks ###### Worked Name 11 as the whole available collection and 3 postcard marks as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole postcard marks aside. 3+3+3=9; 9+2=11. The requested number 3 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ##### Id NEXT32 ##### Kind group ##### Leftover 2 ##### 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. ##### 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. ##### Review For the guided source, ask the child to name the number of complete packs and any leftover, show each stated pack size and check the full whole. Focus on: Check complete size, count and leftover together. Keep the model/source visible and record exact first wording, not merely a correct numeral. ##### Review criterion On this new guided source, check complete size, count and leftover 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. ##### Source A new pretend collection has 18 whole animal-picture cards. Every complete pack needs 4 members. Make as many complete packs as possible and leave leftovers aside. How many complete packs and leftover members are there? ##### Target criterion Checks every completed group has 5 members and recounts/recombines 15 packed members plus 3 loose to recover 18. ##### Teacher moves 1. Introduce the entire new source and ask what each quantity names. Preserve a first model or explanation. 2. Build four complete four-card kits and two loose from 18. Inspect each full kit, then check 4+4+4+4=16 and 16+2=18. The final label names 4 kits/2 cards aside; it does not call two leftover cards two kits. 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. ##### Title A whole packing check with unit labels ##### Transfer 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. ##### Unit animal-picture cards ##### Worked Name 18 as the whole available collection and 4 animal-picture cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 2 whole animal-picture cards aside. 4+4+4+4=16; 16+2=18. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. ### Role #### Handoffs Every future staff case has native matching neutral source, separate four-response page, exact matched V13–20SVG/full alternative and each of its four full NEXT pages. Ordinary seven-heading paper is visibly different. #### Role Staff/adult only criteria/worked/full next accounts, separate from neutral child source/own route. Eight four-component families,32 criteria and32 fully taught unrelated next jobs; no automatic grade. #### Support Teach requested component first; record full source exposure, actual reading/access versus mathematical hints and first unchanged work. Split components. A repeated case is supported practice. First/later labels are not calibrated familiarity/complexity bands.