PR1ME Mathematics Division Lesson

Educational video opening graphic. PR1ME Mathematics logo centered, vibrant and clean. Below it, the title 'PRIME division lesson using the Concrete – Pictorial – Abstract Approach' in clear, readable font. Seamless transition animation into a modern classroom scene. Bright, natural lighting, professional videography. This specifically refers to the full title on the initial slide.

An animated sequence starting with the vibrant PR1ME Mathematics logo, with numbers subtly flowing and morphing into the text "PRIME division lesson using the Concrete – Pictorial – Abstract Approach". The camera then smoothly zooms out and transitions into a modern classroom scene with bright, natural lighting, establishing the setting for the upcoming lesson.

**Image 1: Teacher Writing Problem on Whiteboard** Medium shot of a diverse female teacher at a large, clean whiteboard, actively writing 'Divide 402 by 3.' and '4 0 2 ÷ 3 = _____' in black marker. Her posture is clear and demonstrative. Modern classroom setting, bright and even lighting. Shot on Sony FX9, 35mm lens, f/2.8, natural color grading.

A dynamic medium shot sequence. First, the diverse female teacher actively writes 'Divide 402 by 3.' and '4 0 2 ÷ 3 = _____' in black marker on a large, clean whiteboard. The camera then quickly cuts to several close-ups of diverse elementary school students (around 7-9 years old) in the classroom, observing the whiteboard with focused and engaged expressions, some nodding or showing thoughtful concentration, before cutting back to the teacher completing the writing. Modern classroom setting, bright and even lighting. Shot on Sony FX9, 35mm lens, f/2.8, natural color grading.

**Image 2: Students Observing Teacher** Quick, candid close-ups of diverse elementary school students (around 7-9 years old) in the classroom, observing the whiteboard with focused and engaged expressions, some nodding or showing thoughtful concentration. Modern classroom setting, bright and even lighting. Shot on Sony FX9, 35mm lens, f/2.8, natural color grading.

A sequence of quick, candid close-ups showing diverse elementary school students (around 7-9 years old) in a modern, brightly lit classroom. They are observing the whiteboard with focused and engaged expressions, some nodding or showing thoughtful concentration, intercut with the teacher at the whiteboard. Shot on Sony FX9, 35mm lens, f/2.8, natural color grading.

**Image 1: Teacher Drawing Long Division Setup** Tight close-up shot of a teacher's hand drawing the long division bracket and the numbers '3 ) 4 0 2' on a bright white whiteboard. The lines are crisp and clear. Bright, clean lighting, sharp focus. Shot on Canon C70, macro lens for detailed writing, f/4.

A tight close-up shot of a teacher's hand drawing the long division bracket and the numbers '3 ) 4 0 2' on a bright white whiteboard, with crisp, clear lines. This is followed by a brief over-the-shoulder shot of diverse elementary students' hands diligently copying the long division setup onto their small personal whiteboards or notebooks, focusing on the precision of their writing. Bright, clean lighting, sharp focus. Shot on Canon C70, macro lens for detailed writing, f/4.

**Image 2: Students Copying Long Division Setup** Over-the-shoulder shot of diverse elementary students' hands diligently copying the long division setup onto their small personal whiteboards or notebooks. Focus on the precision of their writing. Bright, clean lighting, sharp focus. Shot on Canon C70, macro lens for detailed writing, f/4.

An over-the-shoulder shot capturing diverse elementary students' hands diligently copying the long division setup onto their small personal whiteboards or notebooks. The focus is on the precision and carefulness of their writing, mirroring the teacher's recent demonstration. Bright, clean lighting, sharp focus. Shot on Canon C70, macro lens for detailed writing, f/4.

**Image 1: Teacher Placing Number Discs** Overhead close-up shot of a teacher's hands meticulously placing 4 hundred-discs, 0 ten-discs, and 2 one-discs on a clean, light-colored desk surface. Labels like '100' and '1' are subtly visible near the blocks. Bright, even lighting, sharp focus. Shot on Panasonic GH6, 50mm macro lens, f/5.6.

An overhead close-up sequence showing a teacher's hands meticulously placing 4 hundred-discs, 0 ten-discs, and 2 one-discs on a clean, light-colored desk surface, with labels like '100' and '1' subtly visible. This is intercut with close-up shots of diverse elementary students' hands mirroring the teacher's action at their own desks, carefully placing their corresponding number discs (hundreds, tens, and ones) simultaneously. The focus is on the concrete manipulation of the materials. Bright, even lighting, sharp focus. Shot on Panasonic GH6, 50mm macro lens, f/5.6.

**Image 2: Students Mirroring Disc Placement** Close-up shots of diverse elementary students' hands mirroring the teacher's action at their own desks, carefully placing their corresponding number discs (hundreds, tens, ones). The focus is on the concrete manipulation of the materials. Bright, even lighting, sharp focus. Shot on Panasonic GH6, 50mm macro lens, f/5.6.

A sequence of close-up shots showing diverse elementary students' hands mirroring the teacher's action at their own desks, carefully placing their corresponding number discs (hundreds, tens, ones). The camera emphasizes the precise, concrete manipulation of the materials. Bright, even lighting, sharp focus. Shot on Panasonic GH6, 50mm macro lens, f/5.6.

**Image 1: Teacher Drawing Bracket** Teacher's hand drawing the long division bracket on the whiteboard around '402'. The drawing is clear and precise. Bright, natural lighting.

A sequence beginning with a close-up of a teacher's hand precisely drawing the long division bracket on the whiteboard around '402'. As the teacher asks about the number of hundreds, tens, and ones, the scene cuts to diverse students actively counting their own discs on their desks, some pointing to them as they respond, then returning to the teacher. Bright, natural lighting.

**Image 2: Students Counting Number Discs** Candid close-ups of diverse elementary students actively counting their own number discs (hundreds, tens, ones) on their desks, some pointing to the discs as they count or respond to the teacher's query about the number of hundreds, tens, and ones. Authentic classroom interaction. Bright, natural lighting.

A series of candid close-ups showing diverse elementary students actively counting their own number discs (hundreds, tens, ones) on their desks. Some students are seen pointing to the discs as they count or respond directly to the teacher's query about the quantity of each disc type. The video emphasizes authentic classroom interaction. Bright, natural lighting.

**Image 1: Teacher Dividing Hundreds Discs** Overhead shot: Teacher's hands demonstrating the division of 4 hundred-discs. Three discs are neatly grouped, one remains. On-screen text overlay: '4 hundreds divided by 3'. Clear, deliberate movements, bright lighting, sharp focus on the manipulatives.

An overhead shot showing a teacher's hands demonstrating the division of 4 hundred-discs, with three discs being neatly grouped and one remaining. An on-screen text overlay reads '4 hundreds divided by 3'. This is followed by a cut to diverse elementary students' hands performing the exact same action with their own discs, dividing their hundreds into three groups, with one student's finger pointing to the original 4 hundreds discs. Clear, deliberate movements, bright lighting, sharp focus on the manipulatives.

**Image 2: Students Mirroring Hundred Disc Division** Diverse elementary students' hands mirroring the teacher's action, carefully dividing their own hundred-discs into three groups on their desks. A student's finger points to the original 4 hundreds discs. Clear, deliberate movements, bright lighting, sharp focus on the manipulatives.

A video sequence featuring diverse elementary students' hands mirroring the teacher's action, carefully dividing their own hundred-discs into three distinct groups on their desks. One student's finger clearly points to the initial four hundreds discs before the division. The camera emphasizes clear, deliberate movements, bright lighting, and sharp focus on the manipulatives as the students replicate the division process.

**Image 1: Teacher's Hand - Writing the '1'** Close-up of a teacher's hand holding a red dry-erase marker, writing a bold red '1' above the '4' in the long division problem "3 ) 4 0 2" on a clean white classroom whiteboard. The hand is positioned precisely, showing the formation of the number. Bright, clear classroom lighting illuminates the scene, creating sharp focus on the red marker tip and the freshly written number. The whiteboard surface is pristine white with black numbers for the division problem and the new red '1' standing out prominently.

A close-up video sequence of a teacher's hand holding a red dry-erase marker, writing a bold red '1' above the '4' in "3 ) 4 0 2" on a clean whiteboard. This is immediately followed by the teacher's hand writing a bold red '3' directly below the '4', showing the progression. Interspersed are quick cuts to diverse students' hands diligently copying these exact red numbers onto their personal whiteboards, mirroring each step. Bright, clear classroom lighting throughout.

**Image 2: Teacher's Hand - Writing the '3'** Close-up of the same teacher's hand with the red dry-erase marker, now writing a bold red '3' directly below the '4' in the long division problem "3 ) 4 0 2" on the whiteboard. The red '1' from the previous step is visible above the '4', showing the progression. The hand movement captures the completion of the '3'. Bright, clear classroom lighting with sharp focus on the writing action. Same whiteboard setting with consistent black original numbers and red instructional additions.

A close-up video of a teacher's hand with a red dry-erase marker, precisely writing a bold red '3' directly below the '4' in the long division problem "3 ) 4 0 2" on the whiteboard. The previously written red '1' is visible above the '4', illustrating the step-by-step progression. The hand movement is clear and captures the formation of the '3'. Bright, clear classroom lighting provides sharp focus on the writing action. The whiteboard maintains consistent black original numbers and red instructional additions.

**Image 3: Student Hand #1 - Copying the Numbers** Dynamic close-up of a young student's hand (diverse ethnicity) holding a red dry-erase marker, copying the red '1' and '3' onto their personal small whiteboard. The student's whiteboard shows the same long division problem "3 ) 4 0 2" in black, with the student actively writing the red numbers in the correct positions. Bright classroom lighting, focus on the immediate application and learning process. The hand shows concentration and careful copying of the teacher's example.

A dynamic close-up video of a young student's hand (diverse ethnicity) holding a red dry-erase marker. The student is actively copying the red '1' and '3' onto their personal small whiteboard, which already displays the black long division problem "3 ) 4 0 2". The shot emphasizes the immediate application and careful copying of the teacher's example, showcasing the student's concentration. Bright classroom lighting is maintained.

**Image 4: Student Hand #2 - Second Student's Work** Dynamic close-up of another diverse student's hand (different ethnicity from previous student) with a red marker, writing the same red '1' above the '4' and red '3' below the '4' on their personal whiteboard. The whiteboard shows the long division problem "3 ) 4 0 2" with the student's careful replication of the teacher's markings. Bright, clear lighting emphasizing the learning process and individual application of the mathematical concept.

A dynamic close-up video of another diverse student's hand (different ethnicity from the previous student) holding a red marker. The student is diligently writing the red '1' above the '4' and the red '3' below the '4' on their personal whiteboard, meticulously replicating the teacher's markings in the long division problem "3 ) 4 0 2". The scene uses bright, clear lighting to emphasize the individual learning process and application of the mathematical concept.

**Image 5: Student Hand #3 - Third Student's Application** Dynamic close-up of a third diverse student's hand (again, different ethnicity) completing the red number additions on their personal whiteboard. The student is finishing writing both the red '1' and '3' in the correct positions within the long division problem "3 ) 4 0 2". Bright classroom lighting with sharp focus on the educational moment, showing the student's engagement with the mathematical process and successful copying of the teacher's demonstration.

A dynamic close-up video of a third diverse student's hand (distinct ethnicity) completing the red number additions on their personal whiteboard. The student is shown in the process of finishing writing both the red '1' and '3' in their correct positions within the long division problem "3 ) 4 0 2". Bright classroom lighting with sharp focus captures this educational moment, highlighting the student's engagement and successful replication of the teacher's mathematical demonstration.

**Image 1: Teacher Subtracting and Writing '1'** Close-up shot of a teacher's hand performing the subtraction '4 - 3' on the whiteboard, then writing a red '1' below the line. Clear, well-lit, precise action.

A close-up video shot of a teacher's hand performing the subtraction '4 - 3' on the whiteboard, followed by writing a red '1' below the line. This is intercut with diverse students' hands diligently performing the same subtraction and writing the red '1' on their own personal whiteboards or notebooks, mirroring the teacher's actions. Clear, well-lit, precise action throughout.

**Image 2: Students Mirroring Subtraction** Diverse students' hands diligently performing this subtraction and writing the red '1' on their own personal whiteboards or notebooks. Clear, well-lit, precise action.

A video sequence featuring diverse students' hands diligently performing the subtraction and then writing the red '1' on their own personal whiteboards or notebooks. The camera captures the precise action and the students' focused mirroring of the teacher's steps. The scene is clear and well-lit.

**Image 1: Teacher Exchanging Discs** Dynamic close-up shot: A teacher's hand smoothly exchanges a single hundred-disc for ten individual ten-discs on a clean desk surface. The visual transformation is clear and emphasizes the equivalence. Bright, consistent lighting, sharp detail.

A dynamic close-up video sequence. First, a teacher's hand smoothly exchanges a single hundred-disc for ten individual ten-discs on a clean desk surface, clearly showing the visual transformation and emphasizing the equivalence. This is then intercut with impactful close-up shots of diverse elementary students' hands actively performing the same exchange with their own manipulatives, ensuring the focus is on the concrete action of regrouping and the combined 10 tens. Bright, consistent lighting, sharp detail throughout.

**Image 2: Students Mirroring Disc Exchange** Impactful close-up shots of diverse elementary students' hands actively performing the same exchange with their own manipulatives, ensuring the focus is on the concrete action of regrouping. Bright, consistent lighting, sharp detail.

A video sequence comprised of impactful close-up shots showing diverse elementary students' hands actively performing the exchange of a hundred-disc for ten ten-discs with their own manipulatives. The camera emphasizes the concrete action of regrouping, with bright, consistent lighting and sharp detail on the students' hands and the discs.

**Image 1: Teacher Drawing '10'** Teacher's hand drawing a red '0' next to the red '1' on the whiteboard, clearly forming '10' in the long division setup. Clear, focused shots, bright light.

A video sequence starting with a close-up of a teacher's hand drawing a red '0' next to the red '1' on the whiteboard, clearly forming '10' in the long division setup. As the teacher asks "What can we see with our number discs now?", the video cuts to diverse students looking intently at their 10 ten-discs, some actively counting them with their fingers. This is followed by shots of students writing the '0' next to the '1' to form '10' on their personal whiteboards. Clear, focused shots, bright light throughout.

**Image 2: Students Counting Ten-Discs** Candid close-ups of diverse students looking intently at their 10 ten-discs, some actively counting them with their fingers, in response to the teacher's query, 'What can we see with our number discs now?'. Clear, focused shots, bright light.

A series of candid close-ups showing diverse students looking intently at their 10 ten-discs. Some students are actively counting the discs with their fingers, demonstrating their response to the teacher's query, 'What can we see with our number discs now?'. The video maintains clear, focused shots and bright lighting.

**Image 3: Students Copying '10'** Students' hands writing the '0' next to the '1' to form '10' on their personal whiteboards. Clear, focused shots, bright light.

A video sequence focusing on diverse students' hands as they diligently write the '0' next to the '1' to form '10' on their personal whiteboards. The camera captures the precise action of writing, maintaining clear, focused shots and bright lighting to highlight the learning process.

**Image 1: Teacher Distributing Ten-Discs** Overhead shot: Teacher's hands carefully distributing 9 ten-discs into 3 distinct groups (3 tens per group), leaving one ten-disc remaining. Energetic yet precise, well-lit, professional videography.

An overhead shot showing a teacher's hands carefully distributing 9 ten-discs into 3 distinct groups (3 tens per group), leaving one ten-disc remaining. This is intercut with diverse students' hands diligently performing the same distribution of their ten-discs, ensuring their groups also contain 3 tens. Then, the video shows the teacher writing a red '3' in the tens place of the quotient and a red '9' below the '10' on the whiteboard, followed by students mirroring these writing actions on their whiteboards. Energetic yet precise, well-lit, professional videography throughout.

**Image 2: Teacher Writing '3' in Quotient** Close-up of teacher's hand writing a red '3' in the tens place of the quotient on the whiteboard. Energetic yet precise, well-lit, professional videography.

A close-up video of a teacher's hand energetically yet precisely writing a red '3' in the tens place of the quotient on the whiteboard. The scene is well-lit, capturing the professional videography.

**Image 3: Teacher Writing '9' Below '10'** Close-up of teacher's hand writing a red '9' below the '10' in the working on the whiteboard. Energetic yet precise, well-lit, professional videography.

A close-up video of a teacher's hand energetically yet precisely writing a red '9' below the '10' in the working section on the whiteboard. The scene is well-lit, capturing the professional videography.

**Image 4: Students Mirroring Ten-Disc Distribution** Diverse students' hands diligently performing the same distribution of their ten-discs, ensuring their groups also contain 3 tens. Energetic yet precise, well-lit, professional videography.

A video sequence showcasing diverse students' hands diligently performing the distribution of their ten-discs into three groups, ensuring each group contains 3 tens. The camera captures energetic yet precise movements, maintaining well-lit, professional videography.

**Image 5: Students Copying '3' and '9'** Diverse students' hands writing the corresponding red '3' and '9' on their whiteboards, mirroring the teacher's actions. Energetic yet precise, well-lit, professional videography.

A video sequence featuring diverse students' hands as they diligently write the corresponding red '3' and '9' on their personal whiteboards, directly mirroring the teacher's recent actions. The videography is energetic yet precise, with bright, even lighting throughout.

**Image 1: Teacher Subtracting '10 - 9' and Writing '1'** Close-up shot of a teacher's hand performing the subtraction '10 - 9' on the whiteboard, then writing a red '1' below the line. Clear, well-lit, precise action.

A close-up video shot of a teacher's hand performing the subtraction '10 - 9' on the whiteboard, then writing a red '1' below the line. This is intercut with diverse students' hands diligently performing the same subtraction and writing the red '1' on their own personal whiteboards or notebooks, emphasizing student mirroring. Clear, well-lit, precise action throughout.

**Image 2: Students Mirroring Subtraction** Diverse students' hands diligently performing this subtraction and writing the red '1' on their own personal whiteboards or notebooks. Clear, well-lit, precise action, emphasizing student mirroring.

A video sequence featuring diverse students' hands diligently performing the subtraction and writing the red '1' on their own personal whiteboards or notebooks. The camera captures clear, well-lit, precise action, emphasizing the students' mirroring of the teacher's steps.

**Image 1: Teacher Exchanging Ten-Disc for Ones** Dynamic close-up shot: A teacher's hand smoothly exchanges a single ten-disc for ten individual one-discs on a clean desk surface. The visual transformation highlights the regrouping. Bright, consistent lighting, sharp detail.

A dynamic close-up video sequence. First, a teacher's hand smoothly exchanges a single ten-disc for ten individual one-discs on a clean desk surface, clearly highlighting the visual transformation of regrouping. This is followed by a shot of the teacher's hand combining the newly exchanged ten one-discs with the existing two one-discs to clearly show 12 ones. The video then cuts to impactful close-up shots of diverse elementary students' hands actively performing the same exchange and then arranging the combined 12 ones on their desks. Bright, consistent lighting, sharp detail throughout.

**Image 2: Teacher Showing Combined 12 Ones** Teacher's hand combining the newly exchanged ten one-discs with the existing two one-discs to clearly show 12 ones on a clean desk surface. Bright, consistent lighting, sharp detail.

A video focusing on a teacher's hand as it combines the newly exchanged ten one-discs with the existing two one-discs, clearly demonstrating the formation of 12 ones on a clean desk surface. The shot maintains bright, consistent lighting and sharp detail on the manipulatives.

**Image 3: Students Mirroring Ten-Disc Exchange** Impactful close-up shots of diverse elementary students' hands actively performing the same exchange with their own manipulatives (one ten-disc for ten one-discs). Bright, consistent lighting, sharp detail.

A video sequence featuring impactful close-up shots of diverse elementary students' hands actively performing the exchange of one ten-disc for ten one-discs with their own manipulatives. The camera focuses on the precision and visual transformation of this concrete action. Bright, consistent lighting, sharp detail throughout.

**Image 4: Students Showing Combined 12 Ones** Close-up shots of diverse elementary students' hands arranging the combined 12 ones on their desks, ensuring the focus is on the concrete action and the resulting arrangement. Bright, consistent lighting, sharp detail.

A series of close-up shots showcasing diverse elementary students' hands as they meticulously arrange the combined 12 ones on their desks. The video emphasizes the concrete action and the clear resulting arrangement of the manipulatives. Bright, consistent lighting and sharp detail are maintained.

**Image 1: Teacher Drawing '2' to Form '12'** Teacher's hand drawing a red '2' next to the red '1' on the whiteboard, clearly forming '12' in the long division setup. Clear, focused shots, bright light.

A video sequence starting with a teacher's hand drawing a red '2' next to the red '1' on the whiteboard, clearly forming '12' in the long division setup. This is immediately followed by diverse students' hands diligently writing the '2' next to the '1' to form '12' on their personal whiteboards, mirroring the teacher's new addition. Clear, focused shots, bright light throughout.

**Image 2: Students Copying '12'** Diverse students' hands writing the '2' next to the '1' to form '12' on their personal whiteboards, mirroring the teacher's new addition. Clear, focused shots, bright light.

A video sequence showcasing diverse students' hands as they diligently write the '2' next to the '1' to form '12' on their personal whiteboards, directly mirroring the teacher's recent addition to the long division problem. The video maintains clear, focused shots and bright lighting.

**Image 1: Teacher Distributing One-Discs** Overhead shot: Teacher's hands carefully distributing all 12 one-discs into 3 distinct groups (4 ones per group), demonstrating no remainder. Energetic yet precise, well-lit, professional videography.

An overhead shot showing a teacher's hands carefully distributing all 12 one-discs into 3 distinct groups (4 ones per group), clearly demonstrating no remainder. This is followed by the teacher writing a red '4' in the ones place of the quotient, a red '12' below the previous '12', and a final red '0' as the remainder on the whiteboard. These actions are intercut with diverse students diligently performing the same one-disc distribution and mirroring all the teacher's writing actions on their whiteboards. Energetic yet precise, well-lit, professional videography throughout.

**Image 2: Teacher Writing '4' in Quotient** Close-up of teacher's hand writing a red '4' in the ones place of the quotient on the whiteboard. Energetic yet precise, well-lit, professional videography.

A close-up video of a teacher's hand energetically yet precisely writing a red '4' in the ones place of the quotient on the whiteboard. The scene is well-lit, capturing the professional videography.

**Image 3: Teacher Writing '12' Below '12'** Close-up of teacher's hand writing a red '12' below the previous '12' on the whiteboard. Energetic yet precise, well-lit, professional videography.

A close-up video of a teacher's hand energetically yet precisely writing a red '12' directly below the previous '12' on the whiteboard, continuing the long division process. The scene is well-lit, capturing the professional videography.

**Image 4: Teacher Writing '0' Remainder** Close-up of teacher's hand writing a final red '0' as the remainder on the whiteboard. Energetic yet precise, well-lit, professional videography.

A close-up video of a teacher's hand energetically yet precisely writing a final red '0' as the remainder on the whiteboard, signifying the completion of the division. The scene is well-lit, capturing the professional videography.

**Image 5: Students Mirroring One-Disc Distribution** Diverse students' hands diligently performing the same distribution of their one-discs into 3 groups, ensuring 4 ones per group. Energetic yet precise, well-lit, professional videography.

A video sequence showcasing diverse students' hands diligently performing the distribution of their one-discs into 3 equal groups, ensuring each group contains 4 ones. The camera captures energetic yet precise movements, maintaining well-lit, professional videography as students mirror the teacher's actions.

**Image 6: Students Copying '4', '12', and '0'** Diverse students' hands writing the corresponding red '4', '12', and '0' on their whiteboards, mirroring the teacher's actions. Energetic yet precise, well-lit, professional videography.

A video sequence featuring diverse students' hands as they diligently write the corresponding red '4' (in the quotient), '12' (in the working), and '0' (as the remainder) on their personal whiteboards. The movements are energetic yet precise, mirroring the teacher's final actions in the long division problem. The scene is well-lit with professional videography.

**Image 1: Completed Algorithm on Whiteboard** Medium shot of a clean whiteboard displaying the fully completed long division algorithm for 402 divided by 3, with all numbers (quotient, working, remainder) clearly written in red. The solution '134' is prominent. Bright, even classroom lighting.

A medium shot of a clean whiteboard displaying the fully completed long division algorithm for 402 divided by 3, with all numbers (quotient, working, remainder) clearly written in red and the solution '134' prominent. This is followed by a pan across diverse students' desks, showing them looking at their personal whiteboards or paper with their correctly completed long division problems, and then a close-up shot of a student proudly holding up their personal whiteboard towards the camera, displaying their correct solution. Bright, even classroom lighting throughout.

**Image 2: Students Reviewing Their Work** Pan across diverse students' desks: some students are seen looking at their personal whiteboards or paper with their correctly completed long division problems. Bright, even classroom lighting.

A video sequence panning across diverse students' desks, showing various students looking at their personal whiteboards or paper, each displaying their correctly completed long division problems. The scene is illuminated with bright, even classroom lighting, capturing the students' engagement and accomplishment.

**Image 3: Student Proudly Displaying Solution** Close-up shot of a student proudly holding up their personal whiteboard towards the camera, displaying their correctly completed long division problem with the solution '134'. Sense of accomplishment. Bright, even classroom lighting.

A close-up video shot of a student proudly holding up their personal whiteboard towards the camera, clearly displaying their correctly completed long division problem with the solution '134'. The video captures a strong sense of accomplishment, with bright, even classroom lighting.

**Image 1: Teacher Completing Number Sentence** Close-up of a teacher's hand writing the final red '134' to complete the number sentence '4 0 2 ÷ 3 = 1 3 4' on the whiteboard. Clear, sharp focus on the writing.

A close-up video of a teacher's hand writing the final red '134' to complete the number sentence '4 0 2 ÷ 3 = 1 3 4' on the whiteboard. This is followed by a montage of diverse students' hands diligently writing the '134' in their own notebooks, completing their number sentences. The video maintains clear, sharp focus on the writing action throughout, emphasizing the synchronous completion.

**Image 2: Students Completing Number Sentences** Montage of diverse students' hands writing the '134' in their own notebooks, completing their number sentences. Focus on the collaborative, synchronous completion of the task. Clear, sharp focus on the writing.

A dynamic montage featuring close-up shots of diverse students' hands as they diligently write the '134' in their own notebooks, completing their number sentences. The video emphasizes the collaborative and synchronous completion of the task, with clear, sharp focus on the writing.

**Image 1: CPA Progression Graphic** Dynamic animated graphic of the CPA progression: 'Concrete' (represented by animated 3D number blocks being manipulated), transitioning via an explicit animated arrow to 'Pictorial' (a clear 2D drawing of the blocks in groups), then via another explicit arrow to 'Abstract' (the long division algorithm with numbers). High energy, informative, clean graphic style.

A dynamic animated graphic sequence illustrating the CPA progression. It begins with 'Concrete' (represented by animated 3D number blocks being manipulated), then transitions via an explicit animated arrow to 'Pictorial' (a clear 2D drawing of the blocks in groups), and finally via another explicit arrow to 'Abstract' (the long division algorithm with numbers). This high-energy, informative graphic is intercut with very short, rapid flashes of preceding student-focused footage (hands manipulating blocks, pointing to pictorial arrangements) to visually reinforce the CPA progression as the host voice-over explains the links.

**Image 2: Student CPA Reinforcement Flashes** Very rapid (flash-like) intercuts of previous actual student footage during the host voice-over explaining the CPA links: quick shots of hands manipulating blocks, students pointing to pictorial arrangements, and students writing numbers. High energy, informative, clean graphic style.

A sequence of very rapid (flash-like) intercuts of previous actual student footage. These quick shots include hands manipulating blocks, students pointing to pictorial arrangements, and students writing numbers, occurring during the host's voice-over explanation of the CPA links. The sequence has a high energy and informative, clean graphic style, designed to visually reinforce the progression.