Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Adult model
468→500 adds 32; 500→725 adds 225; missing part 257. Check 468+257=725. The box is a number value, not the total 725; the equation has two equal sides.
Child direction
What needs to join a collection to reach the target? Pick one route. Show what the numbers mean, try a way, then check one result. You can stop after a useful part.
Common tangle
the total is placed in the box; check the roles and equivalent quantities, rather than memorising a printed answer.
Day
56
Different guided practice
A fictional badge target is 630 with 275 available. Guide 275+□=630; 275→300(+25)→630(+330)=355. Check 275+355.
Check and teach the entry relationship
Check 18 + □ = 31. Show 18 and the target 31, count up 13, then check 18+13. If the box is treated as a decoration, put a temporary question card over one part of a small 4+3=7 model.
Hook
What needs to join a collection to reach the target?
Materials
Broad paper, labelled place-value/part-whole/number-line alternatives as suitable; optional familiar safe counters; usual communication. No hundreds of loose marks, purchases or physical handling required. Keep adult model and own work separate.
Next ordinary teaching
If the total is placed in the box, label whole 54, known part 28, unknown part 26. Guide 28+26=54, then invite 37+□=65. Staff reference: □=28; check 37+28=65.
Complete fictional source
An invented card kit needs 725 cards in total. It already has 468. How many more are needed? 468 + □ = 725.
One own invitation
Solve 386 + □ = 540, and show the check in the original equation.
Partial curriculum opportunity
-
AC9M4A01
-
AC9M4N06
Purpose
Use addition/subtraction relationships for an unknown addend.
Routes
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
A made-up game target is 65 points, with 37 already recorded. Find the missing part.
Entry or access
Use two bars for known part and unknown part.
Id
A
Title
Small game target
After own work: adult practice possibility
28; 37+28=65.
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
Use 468+□=725. Tell the next maker how many more cards would be needed.
Entry or access
The future requirement is not a completed supply event.
Id
B
Title
Card kit
After own work: adult practice possibility
257 cards.
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
An invented print target is 2400 sheets; 1587 are already counted. Find the missing part and an exact check.
Entry or access
Choose a thousands representation only if available.
Id
C
Title
Print target
After own work: adult practice possibility
813; 1587+813=2400.
Session stages
Instruction
What needs to join a collection to reach the target? Read the source. Ask what the numbers count and the wanted quantity. Check 18 + □ = 31. Show 18 and the target 31, count up 13, then check 18+13. If the box is treated as a decoration, put a temporary question card over one part of a small 4+3=7 model.
Minutes suggestion
5
Stage
Meet the job
Instruction
468→500 adds 32; 500→725 adds 225; missing part 257. Check 468+257=725. The box is a number value, not the total 725; the equation has two equal sides. Show on separate adult paper. Pause after one transformation; invite explanation before showing the next.
Minutes suggestion
10
Stage
Teach one relationship
Instruction
A fictional badge target is 630 with 275 available. Guide 275+□=630; 275→300(+25)→630(+330)=355. Check 275+355. Offer one complete route below, not all three as a quota. Let the learner select a representation and pause or switch.
Minutes suggestion
15
Stage
Guide then choose
Instruction
Solve 386 + □ = 540, and show the check in the original equation. Receive an available response before staff key. If the total is placed in the box, label whole 54, known part 28, unknown part 26. Guide 28+26=54, then invite 37+□=65. Staff reference: □=28; check 37+28=65.
Minutes suggestion
5
Stage
Receive and choose tomorrow
What to look for
The missing part 154 and original equality are supported by an inverse or count-up relationship.
After own work: staff possibility
154; 386+154=540.
Status
Proposed 35-minute shape, unpiloted and freely reorderable; resource day not school calendar requirement.
Title
Find the missing part