Gather the materials
- Ten large paper dots
- A number path 0–10 or drawn row of numerals
- Paper for recording one story
Choose large materials and supervise their use. Adjust quantity, print size, response method and pace to the learner. A partner may move or record while the learner points or explains.
Teach the sequence
3 minutes
Act out a join story
Place four dots and count them. Add two more. Invite an initial count-all solution so the situation makes sense: there are now six objects.
4 minutes
Model the known start
Say ‘We already know there are four. I keep four and count the two arriving objects: five, six.’ Link each arriving object with one count-on step. Show the same movement on a number path if useful.
4 minutes
Try a different story
Start with five and add three. Ask the learner to describe the start, the change and the final total. Count-all remains a valid supported method while the new strategy is developing.
2 minutes
Record and explain
Draw the story and connect it to 5 + 3 = 8. Ask what each number describes, rather than accepting an equation copied without meaning.
Adapt the same idea
Provide more support
Use totals within five, keep every object visible and let a partner move dots while the learner indicates the next step. Do not remove objects just to force a mental strategy.
Extend when ready
Compare counting on from 2 versus 8 for 2 + 8. Ask why starting from the known larger quantity can take fewer count steps, while both describe the same total.
What to observe
- Does the story contain a clear starting quantity and added quantity?
- Is one new object paired with each count-on step?
- Can the learner explain what the final number represents?
Use these observations to decide what to model next. A brief note about a strategy or a misconception is more useful than simply recording a score.
Home follow-up
Tell a short toy story, such as four cars joined by two more. Model the action and invite an explanation before writing a calculation.