# A fictional paper store · educator review ## 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 1. ### 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. 2. ### 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. 3. ### 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. 4. ### 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