Useful outcome: Recognise, continue and create a sequence with a five-object increase, including a stated nonzero start.
Prepare: 5/10/15/20-mark model stages, a ten-mark base plus three sets of five, blank stage spaces. Chosen shapes/symbols need only an agreed one-mark-one-object meaning.
Notice · 3 minutes
Show 5,10,15 marks. Ask what was added each time. Ask how the third stage differs from the first; do not require multiplication notation or a fluent spoken explanation.
Model · 5 minutes
Create 5,10,15,20. Add five new marks for 25. Compare a label 25 beside twenty actual marks: the label claim needs correcting or five actual new marks. Preserve the distinction between a predicted next stage and one actually made.
Guided attempt · 8 minutes
Start from ten actual marks, then 15,20,25 and 30. Ask the child to identify the base and the latest five. If a count restarts at 5, retain the base and add the new unit visibly.
Own choice · 6 minutes
Choose one route; the child selects/directs the mathematical action. A different route is available later.
Route A · Quiet paper tickets
Child task: Create 5,10,15,20 and an own next stage using marks, not real admissions.
Teacher move: Ask which five marks are new in a selected transition.
Observe: Own quantitative stages and next 25, not a copied drawing with only a changed label.
Next move: If objects do not grow, audit two adjacent stages and request a new creation.
Route B · Page markers
Child task: Begin with 10; continue 15,20,25 and choose the next count.
Teacher move: Keep the initial ten included while adding each new five.
Observe: Next 30; the child connects labels to actual stage amounts.
Next move: If restarting at 5, show the given base, add five and recheck from another chosen start.
Route C · Your shape/symbol rule
Child task: Invent a short fives sequence in an own form and explain how it can continue.
Teacher move: Ask the child to check one transition; a willing viewer is optional, never required.
Observe: Creation, consistent increase and a supported continuation in the selected form.
Next move: If the rule is unclear, identify the five new marks together on a different example then fade support.
Exit and same-day next teaching · 3 minutes
Given 15,20,25 with five more each time, show the next stage amount and how it changes.
Teaching reference: 30 with five new marks.
Choose next: Record recognition, continuation and own creation separately. If labels alone were chosen, ask for an object/shape/symbol account before extending range.
Retain the first response, actual range and support; a later corrected or adult-supplied model is a separate record.