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N01 · Full next teachingYear 4 Maths · T2 W13–14 · Supplementary / N01

Previous target

V01A

Target

Distinguish groups, items per group and loose extras

Flexible time

About 8–12 minutes, or shorter visits; unpiloted suggestion.

Prepare

Use scrap paper, group labels and appropriate large counters, or dictate a complete model to a scribe. Work at a table; no purchase, household data or public performance. Keep teacher worked material separate from blank learner spaces.

Complete new neutral task

For repair packs and spare labels, make 2 groups with 8 items in each and keep 3 extra items outside the groups. Find the total; label what each number counts and show a check.

Specific criterion

Identify the roles of all three quantities and model the equal-group total before adding the separate extra.

Whole teaching sequence

Read the new brief and ask which quantity is missing. Name units before any calculation. Put one label on each group, another on the amount in each, and a separate label on the loose amount. Keep the loose amount physically outside every group. Reconstruct one group before building the rest.

Build the supplied new example together. Teacher explanation: 2 × 8 + 3 = 19 items. The groups contain 16 items; 3 extras are added once. Ask the learner to point to the part of the model that supports each quantity. A sum of the three printed numbers counts unlike roles; adding the spare amount to every group changes the brief.

Remove the worked example. Give this changed task privately: Keep 2 groups of 8, but add one more loose item. Find and explain the new total. Offer a different response mode if needed without silently changing the mathematical criterion.

Supplied joint model

2 × 8 + 3 = 19 items. The groups contain 16 items; 3 extras are added once.

Equivalent offers

Make/draw using original blank group frames.

Explain/sign/point or dictate reasoning.

Type a private note or use paper; a device is optional.

Private changed task after removing model

Keep 2 groups of 8, but add one more loose item. Find and explain the new total.

Staff changed-task possibility

2 × 8 + 4 = 20 items.

Observe and decide next teaching

Check the changed response against the named criterion, not against speed, spelling or a preferred-looking diagram. Record the exact support given. If the meaning is still unclear, revisit one group or one constraint with a smaller supplied number, record the change and return later to the original demand.