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
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Read the new source and name units/wanted quantity. Label start/use/left with 16−5=11 before bigger counts.
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Model on separate adult paper. 286−123=163; subtract 100, 20, 3. Start and used are like units with different roles.
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Guide a different complete source. A fictional reading game starts 375 cards, uses 142. 233; 375−100−40−2.
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Receive one own attempt. A pretend sound game starts 487 cards, uses 156. Staff reference only: 331; 487−100−50−6.
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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?