# What remains in a game?


## 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?