# The missing refill · 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 Box is missing labels needed, 468 the available part and 725 the target whole. ### Id B-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 gallery needs 92 tiles, has 58. #### Complete new source A fictional poster plan needs 74 tiles, has 39. #### Complete own invitation A pretend maze needs 85 tiles, has 47. #### Entry and teach Use an empty known part/unknown part/whole bar; 35 joins 39 to 74. #### Guided instruction 34 needed; 58+34=92. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT09 #### 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 an empty known part/unknown part/whole bar; 35 joins 39 to 74. 2. Model on separate adult paper. 39+□=74; box counts needed tiles, not whole 74. Count up 35. 3. Guide a different complete source. An imaginary gallery needs 92 tiles, has 58. 34 needed; 58+34=92. 4. Receive one own attempt. A pretend maze needs 85 tiles, has 47. Staff reference only: 38 needed; 47+38=85. 5. Compare available work with: Labels distinguish known part, target whole and missing part. Choose one follow-up offer; never infer independence from a copied model. #### What to look for Labels distinguish known part, target whole and missing part. #### Staff own possibility 38 needed; 47+38=85. #### Teacher model 39+□=74; box counts needed tiles, not whole 74. Count up 35. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title A part and a whole ### Own initial value ### Prompt What does the box count? Describe the known part and the whole. ### After own work: adult practice possibility Missing refill, not the target 725 or existing 468. 2. ### Criterion A valid difference/count-up method gives 257. ### Id B-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 An imaginary game target is 920, 456 available. #### Complete new source A fictional print target is 810 cards, 347 available. #### Complete own invitation A fictional clue target is 730, 286 available. #### Entry and teach Teach 47→50(+3)→80(+30)→81(+1)first. #### Guided instruction 464: 44 to 500+420. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT10 #### 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 47→50(+3)→80(+30)→81(+1)first. 2. Model on separate adult paper. 347→350(+3)→800(+450)→810(+10); 463 needed. 3. Guide a different complete source. An imaginary game target is 920, 456 available. 464: 44 to 500+420. 4. Receive one own attempt. A fictional clue target is 730, 286 available. Staff reference only: 444: 14 to 300+430. 5. Compare available work with: Count-up increments total the exact unknown addend. Choose one follow-up offer; never infer independence from a copied model. #### What to look for Count-up increments total the exact unknown addend. #### Staff own possibility 444: 14 to 300+430. #### Teacher model 347→350(+3)→800(+450)→810(+10); 463 needed. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title Stepping to a target ### Own initial value ### Prompt Find a value for the box with a useful strategy. ### After own work: adult practice possibility 468→500(+32)→725(+225); 32+225=257. 3. ### Criterion Substitution retains 468+□=725 and yields 468+257=725. ### Id B-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 An invented reading plan has 378+□=650 cards. #### Complete new source A pretend puppet plan has 246+□=580 labels. #### Complete own invitation A fictional toy-map target is 720 with 459 available. #### Entry and teach Teach substitution with 9+□=14→5. #### Guided instruction 272; 378+272=650. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT11 #### 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 substitution with 9+□=14→5. 2. Model on separate adult paper. □=334; 246+334=580. Keep original known part and whole. 3. Guide a different complete source. An invented reading plan has 378+□=650 cards. 272; 378+272=650. 4. Receive one own attempt. A fictional toy-map target is 720 with 459 available. Staff reference only: 261; 459+261=720. 5. Compare available work with: The substitute makes the original equation true. Choose one follow-up offer; never infer independence from a copied model. #### What to look for The substitute makes the original equation true. #### Staff own possibility 261; 459+261=720. #### Teacher model □=334; 246+334=580. Keep original known part and whole. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title Put the number back ### Own initial value ### Prompt Put your value into the original equation and check it. ### After own work: adult practice possibility 468+257=725; both sides 725. A different equation alone is not this requested substitution. 4. ### Criterion Explains equality of the two sides and the unknown’s part role; rejects 725 as this missing part. ### Id B-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 imaginary story puzzle says 38+□=72. #### Complete new source A fictional code puzzle says 27+□=64. #### Complete own invitation A pretend rocket puzzle says 46+□=83. #### Entry and teach Show two equal amounts for 12+3=10+5. #### Guided instruction 34; 38+34=72. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT12 #### 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. Show two equal amounts for 12+3=10+5. 2. Model on separate adult paper. □=37 because 27+37=64; using 64 gives 91, not 64. 3. Guide a different complete source. An imaginary story puzzle says 38+□=72. 34; 38+34=72. 4. Receive one own attempt. A pretend rocket puzzle says 46+□=83. Staff reference only: 37; 46+37=83. 5. Compare available work with: The missing part is distinguished from the whole-side value and equality is interpreted relationally. Choose one follow-up offer; never infer independence from a copied model. #### What to look for The missing part is distinguished from the whole-side value and equality is interpreted relationally. #### Staff own possibility 37; 46+37=83. #### Teacher model □=37 because 27+37=64; using 64 gives 91, not 64. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title Equal does not mean next ### Own initial value ### Prompt A fictional note says “the box is 725 because that is the answer after the equals sign”. Keep or repair it with a reason. ### After own work: adult practice possibility 468+725=1193, not 725. The missing part is 257; = relates two equal amounts, not a direction to copy the total. ## Eligibility After unknown addend, part/whole and substitution have been taught, e.g. Day 56. No assumed mastery from resource-week labels. ## 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 B-first ## Complete neutral source A fictional kit needs 725 labels in total. It has 468 labels available. Find the further labels needed: 468+□=725. The box stands for a whole-number value. No real refill is supplied. ## 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 The missing refill