Access and help
Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.
Components
Criterion
364 and 278 are like badge counts joined by addition; a suitable model is 364+278.
Id
A-first-Q1
Next ordinary teaching
Access
Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.
Complete different guided source
An imaginary music game joins 321 prompt cards and 142 more.
Complete new source
An invented tabletop train game has 213 station cards and 124 new station cards.
Complete own invitation
A fictional creature game joins 231 cards and 156.
Entry and teach
Check like units with 12 cards+5 cards.
Guided instruction
321+142=463; 300+100, 20+40, 1+2. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT01
Materials
Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.
Observe and follow up
Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.
Relationship to check
Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.
Session sequence
-
Read the new source and name units/wanted quantity. Check like units with 12 cards+5 cards.
-
Model on separate adult paper. 213+124=337; 200+100+10+20+3+4. Label starting/new/combined cards.
-
Guide a different complete source. An imaginary music game joins 321 prompt cards and 142 more. 321+142=463; 300+100, 20+40, 1+2.
-
Receive one own attempt. A fictional creature game joins 231 cards and 156. Staff reference only: 387; 200+100+30+50+1+6.
-
Compare available work with: A joining model keeps two like-count parts and the whole distinct. Choose one follow-up offer; never infer independence from a copied model.
What to look for
A joining model keeps two like-count parts and the whole distinct.
Staff own possibility
387; 200+100+30+50+1+6.
Teacher model
213+124=337; 200+100+10+20+3+4. Label starting/new/combined cards.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
Train-card total
Own initial value
Prompt
What does each count represent? Write a number sentence for the new total.
After own work: adult practice possibility
364 starting badges plus 278 arriving badges; 364+278. No multiplication of the two counts is intended.
Criterion
A valid strategy keeps all parts and gives 642 badges.
Id
A-first-Q2
Next ordinary teaching
Access
Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.
Complete different guided source
A pretend theatre joins 376 tickets and 158.
Complete new source
A fictional tabletop map kit joins 258 and 167 tiles.
Complete own invitation
An imagined map box joins 247 and 185 tiles.
Entry and teach
Teach 8+7=15 and 10 ones=1 ten if needed.
Guided instruction
534; 400+120+14. Ask where a hundred boundary occurs. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT02
Materials
Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.
Observe and follow up
Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.
Relationship to check
Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.
Session sequence
-
Read the new source and name units/wanted quantity. Teach 8+7=15 and 10 ones=1 ten if needed.
-
Model on separate adult paper. 258+167=300+110+15=425; rename to 4 hundreds 2 tens 5 ones.
-
Guide a different complete source. A pretend theatre joins 376 tickets and 158. 534; 400+120+14. Ask where a hundred boundary occurs.
-
Receive one own attempt. An imagined map box joins 247 and 185 tiles. Staff reference only: 432; 300+120+12.
-
Compare available work with: An equivalent regroup and exact total retain every unit. Choose one follow-up offer; never infer independence from a copied model.
What to look for
An equivalent regroup and exact total retain every unit.
Staff own possibility
432; 300+120+12.
Teacher model
258+167=300+110+15=425; rename to 4 hundreds 2 tens 5 ones.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
Map-piece bridge
Own initial value
Prompt
Find the total using a way you can explain or show.
After own work: adult practice possibility
364+200=564;+70=634;+8=642. Or 500+130+12=642 with renaming.
Criterion
An explained exchange or boundary crossing preserves equivalent quantities in this calculation; do not demand a column method.
Id
A-first-Q3
Next ordinary teaching
Access
Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.
Complete different guided source
A pretend robot game joins 57 and 18 cards.
Complete new source
A fictional costume game joins 48 and 26 clue cards.
Complete own invitation
An invented puppet game joins 68 and 17 cards.
Entry and teach
Show ten ones can be one ten without changing count.
Guided instruction
75; 60+15. Describe rather than demand handling. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT03
Materials
Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.
Observe and follow up
Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.
Relationship to check
Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.
Session sequence
-
Read the new source and name units/wanted quantity. Show ten ones can be one ten without changing count.
-
Model on separate adult paper. 48+26=60+14=74; 14 ones=1 ten 4 ones. Point to every retained part.
-
Guide a different complete source. A pretend robot game joins 57 and 18 cards. 75; 60+15. Describe rather than demand handling.
-
Receive one own attempt. An invented puppet game joins 68 and 17 cards. Staff reference only: 85; 70+15.
-
Compare available work with: Renaming ten ones as a ten preserves the amount. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Renaming ten ones as a ten preserves the amount.
Staff own possibility
85; 70+15.
Teacher model
48+26=60+14=74; 14 ones=1 ten 4 ones. Point to every retained part.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
A ten travels
Own initial value
Prompt
Show why any regrouping in your way keeps the amount unchanged. If your way uses no written regrouping, describe crossing a ten or hundred.
After own work: adult practice possibility
12 ones =1 ten 2 ones; the resulting 14 tens =1 hundred 4 tens. Chunks cross 634→642 while retaining all 8.
Criterion
A valid inverse or independently recombined calculation supports 642, interpreted as badges in the model.
Id
A-first-Q4
Next ordinary teaching
Access
Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.
Complete different guided source
An invented stamp-game joins 427 and 132 entry cards.
Complete new source
A fictional puzzle catalogue joins 315 and 146 entries.
Complete own invitation
An imaginary comic archive joins 236 and 152 cards.
Entry and teach
Check why a total minus one part recovers the other on 20+7=27.
Guided instruction
559; 559−132=427. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT04
Materials
Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.
Observe and follow up
Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.
Relationship to check
Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.
Session sequence
-
Read the new source and name units/wanted quantity. Check why a total minus one part recovers the other on 20+7=27.
-
Model on separate adult paper. 315+146=461; 461−146=315 verifies the original relationship.
-
Guide a different complete source. An invented stamp-game joins 427 and 132 entry cards. 559; 559−132=427.
-
Receive one own attempt. An imaginary comic archive joins 236 and 152 cards. Staff reference only: 388; 388−152=236.
-
Compare available work with: A connected inverse and unit meaning support the total. Choose one follow-up offer; never infer independence from a copied model.
What to look for
A connected inverse and unit meaning support the total.
Staff own possibility
388; 388−152=236.
Teacher model
315+146=461; 461−146=315 verifies the original relationship.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
Check a joined collection
Own initial value
Prompt
Give a connected check and state what your total counts.
After own work: adult practice possibility
642−278=364. Alternatively 364+278=500+130+12=642. A claimed real delivery is unsupported.
Eligibility
After joining like counts and regrouping have actually been taught with ordinary sources, e.g. Days 51–52. If not, teach first or treat as supported exploration, not an unseen first check.
First later limit
First/later are opportunity labels, not fixed order, matches, calibrated difficulty or learning gain. If source/answer exposed, record that rather than claim unseen.
Id
A-first
Complete neutral source
A fictional badge cupboard has 364 badges. Another parcel supplies 278 badges of the same kind. Count each badge once. The task is to find the new total; no actual stock or delivery is claimed.
Own page
Four labelled true empty text areas with literal blank initial values; kept draft not required for judgement; staff information behind separate link, not autofilled.
Source disclosure
Full neutral whole source is initially closed native same-page details on own response page; reading it never navigates away or loses typed work. No worked/criterion/next source inside its child disclosure. Staff index is separate.
Title
A pretend badge cupboard