# One useful changed plan · 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 Complete current conditions and change statements are supported by available work; no invented previous history. ### Id D-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 music plan has 347 cards plus 128, target 500. #### Complete new source An ordinary imaginary puppet plan has 258 labels plus 137, target 420. #### Complete own invitation Make a new own like-unit start 100–500, added 10–200, target optional 200–800, or state one change of an available plan. #### Entry and teach Provide a new complete plan when earlier work is absent; no memory test. #### Guided instruction 475, 25 short; compare only with actually available earlier conditions. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT29 #### 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. Provide a new complete plan when earlier work is absent; no memory test. 2. Model on separate adult paper. 395, 25 short; call new plan new. If earlier available 258+127, only new addition 137 is changed. 3. Guide a different complete source. A fictional music plan has 347 cards plus 128, target 500. 475, 25 short; compare only with actually available earlier conditions. 4. Receive one own attempt. Make a new own like-unit start 100–500, added 10–200, target optional 200–800, or state one change of an available plan. Staff reference only: No one answer; check current conditions. Staff possibility 279+156=435. 5. Compare available work with: Complete current conditions and change attribution are document-supported. Choose one follow-up offer; never infer independence from a copied model. #### What to look for Complete current conditions and change attribution are document-supported. #### Staff own possibility No one answer; check current conditions. Staff possibility 279+156=435. #### Teacher model 395, 25 short; call new plan new. If earlier available 258+127, only new addition 137 is changed. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title New or actually changed ### Own initial value ### Prompt State all current conditions and identify any new or unchanged part. ### After own work: adult practice possibility Staff new possibility: 417 fictional labels plus 186, target 600. If this is a new plan, say new, not improved. 2. ### Criterion Current additive model and exact result agree with selected quantities. ### Id D-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 pretend story book plan changes start from 327 to 347 and keeps 156 added. #### Complete new source An ordinary fictional costume plan changes its added count from 148 to 168 while current start is 286. #### Complete own invitation Choose an own complete additive plan, change one count by 10–30 and recompute. #### Entry and teach Do not retain old answer after changing an input. #### Guided instruction Current 503; old 483 is earlier version. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT30 #### 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. Do not retain old answer after changing an input. 2. Model on separate adult paper. Current 286+168=454; old 434 belongs to 286+148. Label both versions. 3. Guide a different complete source. A pretend story book plan changes start from 327 to 347 and keeps 156 added. Current 503; old 483 is earlier version. 4. Receive one own attempt. Choose an own complete additive plan, change one count by 10–30 and recompute. Staff reference only: Check the actual new sum; staff possibility 248+135=383 then 268+135=403. 5. Compare available work with: Current calculation uses current values; earlier result is not silently reused. Choose one follow-up offer; never infer independence from a copied model. #### What to look for Current calculation uses current values; earlier result is not silently reused. #### Staff own possibility Check the actual new sum; staff possibility 248+135=383 then 268+135=403. #### Teacher model Current 286+168=454; old 434 belongs to 286+148. Label both versions. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title Compute current conditions ### Own initial value ### Prompt Formulate and calculate the current wanted quantity with a useful strategy. ### After own work: adult practice possibility 417+186=603 labels by+100,+80,+6. A new target comparison uses current 603. 3. ### Criterion Meaning and optional comparison agree with the selected plan and correct result. ### Id D-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 A fictional card plan has 428 plus 157, target 600. #### Complete new source An ordinary imagined map plan has 387 tiles plus 146, target 520. #### Complete own invitation Choose current like-unit conditions and target; compute and interpret for reader. #### Entry and teach Distinguish an excess from shortage; units and target stay fixed. #### Guided instruction 585, 15 short; need 15 more. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT31 #### 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. Distinguish an excess from shortage; units and target stay fixed. 2. Model on separate adult paper. 533 available, 13 extra; the stated need is met. 3. Guide a different complete source. A fictional card plan has 428 plus 157, target 600. 585, 15 short; need 15 more. 4. Receive one own attempt. Choose current like-unit conditions and target; compute and interpret for reader. Staff reference only: Staff possibility 376+148=524, target 500→24 extra; own numbers differ. 5. Compare available work with: Exact current result and direction match selected source conditions. Choose one follow-up offer; never infer independence from a copied model. #### What to look for Exact current result and direction match selected source conditions. #### Staff own possibility Staff possibility 376+148=524, target 500→24 extra; own numbers differ. #### Teacher model 533 available, 13 extra; the stated need is met. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title Current result in context ### Own initial value ### Prompt Interpret the current result in its situation. If a target is chosen, say whether it is met. ### After own work: adult practice possibility Staff possibility 603 meets 600 with 3 extra. No actual labelling is claimed. 4. ### Criterion Offered check is valid if supplied; offered future change is clearly a plan, with no requirement for both a check and a change. ### Id D-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 fictional badge plan has 247 plus 178, target 450. #### Complete new source An ordinary invented archive plan has 314 cards plus 186, target 520. #### Complete own invitation Give one valid check or one wanted change for your own complete plan; state what is worked and what is proposed. #### Entry and teach Model a wanted change without implying it was recalculated or happened. #### Guided instruction 425, 25 short; propose added 203 or check 425−178=247. Invite each relationship before the answer; teach missing facts and name help. #### Id NEXT32 #### 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. Model a wanted change without implying it was recalculated or happened. 2. Model on separate adult paper. Current 500, 20 short; check 500−186=314. Proposed added 206 is unworked until 314+206=520 is actually computed. 3. Guide a different complete source. A fictional badge plan has 247 plus 178, target 450. 425, 25 short; propose added 203 or check 425−178=247. 4. Receive one own attempt. Give one valid check or one wanted change for your own complete plan; state what is worked and what is proposed. Staff reference only: No prescribed own choice; valid check or clearly unworked future change accepted. 5. Compare available work with: Evidence of calculation and future intention remain distinct without demanding both. Choose one follow-up offer; never infer independence from a copied model. #### What to look for Evidence of calculation and future intention remain distinct without demanding both. #### Staff own possibility No prescribed own choice; valid check or clearly unworked future change accepted. #### Teacher model Current 500, 20 short; check 500−186=314. Proposed added 206 is unworked until 314+206=520 is actually computed. #### Timing An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part. #### Title Worked or planned? ### Own initial value ### Prompt Give a connected check or one wanted next change. Say what has been worked out and what is still proposed. ### After own work: adult practice possibility Staff possibility 603−186=417 checks. Or propose target 620 and say not yet worked. Either matches the one-of invitation; do not demand both. ## Eligibility After the actual required mathematics has been taught. Receive current work as new/supported/exposed according to actual source history; do not infer prior choices or improvement. ## 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 D-later ## Complete neutral source Make a new fictional additive plan with start 100–900, added 10–300, same unit; optional target 200–1200. Or change one stated condition of an actually available earlier plan, keeping all current conditions complete and in range. Earlier work may be visible; if absent, start anew. No matched difficulty or learning gain 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 One useful changed plan