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 art plan needs 450 labels; 236+198 available.
Complete new source
A fictional theatre plan needs 300 tickets; 148+167 available.
Complete own invitation
A pretend library game needs 600 cards; 287+328 available.
Entry and teach
Name availability versus need; surplus is not shortfall.
Guided instruction
434 available, 16 short; need 16 more. Invite each relationship before the answer; teach missing facts and name help.
Id
NEXT19
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. Name availability versus need; surplus is not shortfall.
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Model on separate adult paper. 315 available, 15 extra; the stated need is met.
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Guide a different complete source. An invented art plan needs 450 labels; 236+198 available. 434 available, 16 short; need 16 more.
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Receive one own attempt. A pretend library game needs 600 cards; 287+328 available. Staff reference only: 615 available, 15 extra; need is met.
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Compare available work with: Decision direction and gap unit agree with the original model. Choose one follow-up offer; never infer independence from a copied model.
What to look for
Decision direction and gap unit agree with the original model.
Staff own possibility
615 available, 15 extra; need is met.
Teacher model
315 available, 15 extra; the stated need is met.
Timing
An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.
Title
A decision with units