A fictional paper store · educator reviewYear 4 Maths · T2 W11–12 · Staff · Assessment / Staff / A later · Text version

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

704 is starting cards, 168 used cards; 704−168 models the left count.

Id

A-later-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

A fictional reading game starts 375 cards, uses 142.

Complete new source

A pretend board game starts 286 tokens and uses 123.

Complete own invitation

A pretend sound game starts 487 cards, uses 156.

Entry and teach

Label start/use/left with 16−5=11 before bigger counts.

Guided instruction

233; 375−100−40−2. Invite each relationship before the answer; teach missing facts and name help.

Id

NEXT05

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

1. Read the new source and name units/wanted quantity. Label start/use/left with 16−5=11 before bigger counts.

2. Model on separate adult paper. 286−123=163; subtract 100, 20, 3. Start and used are like units with different roles.

3. Guide a different complete source. A fictional reading game starts 375 cards, uses 142. 233; 375−100−40−2.

4. Receive one own attempt. A pretend sound game starts 487 cards, uses 156. Staff reference only: 331; 487−100−50−6.

5. Compare available work with: A subtraction model matches start/use/remaining roles. Choose one follow-up offer; never infer independence from a copied model.

What to look for

A subtraction model matches start/use/remaining roles.

Staff own possibility

331; 487−100−50−6.

Teacher model

286−123=163; subtract 100, 20, 3. Start and used are like units with different roles.

Timing

An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

Title

What remains in a game?

Own initial value

Prompt

What does each count mean, and what number sentence finds cards left?

After own work: adult practice possibility

704 starting, 168 used, 704−168.

Criterion

A valid exact strategy gives 536 cards left.

Id

A-later-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 fictional robot kit starts 602 cards, uses 247.

Complete new source

An imagined print game starts 503 slips and uses 178.

Complete own invitation

A pretend mask drawer starts 801 labels, uses 356.

Entry and teach

Teach 102−38=64 by trading a hundred then a ten.

Guided instruction

355; 5 hundreds 9 tens 12 ones−2 hundreds 4 tens 7 ones. Invite each relationship before the answer; teach missing facts and name help.

Id

NEXT06

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

1. Read the new source and name units/wanted quantity. Teach 102−38=64 by trading a hundred then a ten.

2. Model on separate adult paper. 503=4 hundreds 9 tens 13 ones; minus 1 hundred 7 tens 8 ones=325.

3. Guide a different complete source. A fictional robot kit starts 602 cards, uses 247. 355; 5 hundreds 9 tens 12 ones−2 hundreds 4 tens 7 ones.

4. Receive one own attempt. A pretend mask drawer starts 801 labels, uses 356. Staff reference only: 445; 7 hundreds 9 tens 11 ones minus 3 hundreds 5 tens 6 ones.

5. Compare available work with: Regrouping across zero retains all starting units and produces a valid difference. Choose one follow-up offer; never infer independence from a copied model.

What to look for

Regrouping across zero retains all starting units and produces a valid difference.

Staff own possibility

445; 7 hundreds 9 tens 11 ones minus 3 hundreds 5 tens 6 ones.

Teacher model

503=4 hundreds 9 tens 13 ones; minus 1 hundred 7 tens 8 ones=325.

Timing

An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

Title

A zero bridge

Own initial value

Prompt

Find cards left using a strategy you can show.

After own work: adult practice possibility

704−100=604;−60=544;−8=536. Or 6 hundreds 9 tens 14 ones minus 1 hundred 6 tens 8 ones.

Criterion

Rejects the direction-changing digit procedure and identifies the need to preserve the original quantities, with a valid repair.

Id

A-later-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

An imaginary game uses 37 of 82 tokens.

Complete new source

A fictional theatre has 63 tickets and uses 28. A wrong note gives 45 from 6−2 and 8−3.

Complete own invitation

A pretend craft store uses 46 of 91 labels.

Entry and teach

Use a place-value representation, not digit-size swapping.

Guided instruction

45 left; 7 tens 12 ones−3 tens 7 ones. Compare original 82−37 with wrong digit-swapping 55. Invite each relationship before the answer; teach missing facts and name help.

Id

NEXT07

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

1. Read the new source and name units/wanted quantity. Use a place-value representation, not digit-size swapping.

2. Model on separate adult paper. 63=5 tens 13 ones; subtract 2 tens 8 ones=35. Reversing only the ones changes the operation.

3. Guide a different complete source. An imaginary game uses 37 of 82 tokens. 45 left; 7 tens 12 ones−3 tens 7 ones. Compare original 82−37 with wrong digit-swapping 55.

4. Receive one own attempt. A pretend craft store uses 46 of 91 labels. Staff reference only: 45 left; 4 tens 5 ones after regroup.

5. Compare available work with: Repair rejects direction-changing digit subtraction and supplies a quantity-preserving method. Choose one follow-up offer; never infer independence from a copied model.

What to look for

Repair rejects direction-changing digit subtraction and supplies a quantity-preserving method.

Staff own possibility

45 left; 4 tens 5 ones after regroup.

Teacher model

63=5 tens 13 ones; subtract 2 tens 8 ones=35. Reversing only the ones changes the operation.

Timing

An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

Title

Digits are quantities

Own initial value

Prompt

A made-up note says “subtract each smaller digit from each bigger digit, so 704−168=664”. Keep or repair this method with a reason.

After own work: adult practice possibility

The note wrongly treats ones as 8−4 and tens as 6−0. Regroup 704 as 600+90+14: 600−100=500, 90−60=30, 14−8=6, total 536.

Criterion

A connected check supports 536 left cards; real use is not inferred.

Id

A-later-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

A pretend game has 724 cards, uses 185.

Complete new source

A fictional archive has 615 cards, uses 238.

Complete own invitation

An invented puzzle kit has 832 cards, uses 267.

Entry and teach

Teach left+used=start on 17−8=9.

Guided instruction

539; 539+185=724. Invite each relationship before the answer; teach missing facts and name help.

Id

NEXT08

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

1. Read the new source and name units/wanted quantity. Teach left+used=start on 17−8=9.

2. Model on separate adult paper. 377 left; 377+238=615. Name card units and preserve the original source.

3. Guide a different complete source. A pretend game has 724 cards, uses 185. 539; 539+185=724.

4. Receive one own attempt. An invented puzzle kit has 832 cards, uses 267. Staff reference only: 565; 565+267=832.

5. Compare available work with: An inverse supports remaining count, not a claim of real handling. Choose one follow-up offer; never infer independence from a copied model.

What to look for

An inverse supports remaining count, not a claim of real handling.

Staff own possibility

565; 565+267=832.

Teacher model

377 left; 377+238=615. Name card units and preserve the original source.

Timing

An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

Title

Check a remaining amount

Own initial value

Prompt

Check your result and explain what it counts.

After own work: adult practice possibility

536+168=704; the model count remaining is 536 cards.

Eligibility

After subtraction with regrouping and inverse checks have actually been taught, e.g. Day 54. Teaching this source makes its later use exposed; receive supported work honestly.

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-later

Complete neutral source

An imagined paper store starts with 704 cards and uses 168 cards once. Find the cards left. This is a different opportunity after teaching, not an equal-difficulty test form or a progress measure.

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 fictional paper store