Four places, one whole · complete teacher lesson
Purpose
Preserve equality and membership across four recipients.
Time and choice
About 20–30 minutes, unpiloted. Choose one route; shorten, split or pause. Days 71–80 are flexible sequence slots, not attendance or a claim about 195/200 calendar days.
Materials
Plain paper, a pencil or child-directed marks, safe large pieces and named places. A place can be a drawn box or spoken label. No food, real money, purchase, printer, account or device required. A helper moves only the piece/place the child chooses.
Entry
Set out four named places and use a fresh eight-card collection. Deal in complete rounds or let the child propose a model. If tracking is hard, retain the four places but lower the collection; a directed helper handles movement without choosing recipients.
When a confusion appears
A repeated visit to one place can omit another. Teach a route through four named places using a fresh four-card round, then rebuild a different eight-card task; a pattern of hand motions is not mathematical evidence by itself.
Access choices
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Choose a job and check entry · 0–3
Set out four named places and use a fresh eight-card collection. Deal in complete rounds or let the child propose a model. If tracking is hard, retain the four places but lower the collection; a directed helper handles movement without choosing recipients.
Teach a whole different example · 3–9
Sixteen whole panel cards are shared equally between four pretend paper robots. How many panel cards does each robot receive? After the first chosen attempt, demonstrate: Name 16 as the whole collection and 4 as the known number of recipients. Deal one panel card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 panel cards; 0 whole panel cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4 + 4 + 4=16. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job. Then introduce the complete different source Twelve whole sound-word cards must be shared equally between four display places. The words may stay silent. How many cards go in each place? Discuss the change in purpose/quantities rather than presenting a shortcut answer.
Try a new source together · 9–15
Twenty new poster-picture cards shared equally between four display kits; guided 5 each. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names.
Choose a practical route · 15–22
Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint.
Make a usable outcome · 22–25
Make a four-place setup note. Include the exact source identity, useful answer unit and any whole leftovers. Invite a willing helper to follow it; if no helper is available, the child can point through the instruction. A planned invitation is not evidence that another person used it.
Check evidence and choose next teaching · 25–29
Fresh twelve boat-picture marks shared between four pretend places:3 each. Ask what the 3 names. Record the particular component shown/not yet shown/not observed and actual support. Select the specific unrelated next lesson after the first record; do not turn a revised answer into a new independent sample.
D73-R1 · Give four postcard displays a start
D73-R1
Twelve whole postcard marks are shared equally between four displays. How many marks go to each?
Useful outcome
A four-place setup note.
- Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
- Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
- Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
- Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.
Adult model · after the first attempt
Name 12 as the whole collection and 4 as the known number of recipients. Deal one postcard mark to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 3 complete rounds each recipient has 3 postcard marks; 0 whole postcard marks remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 3 + 3 + 3 + 3=12. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Matching neutral route and empty record
D73-R2 · Four model-building trays
D73-R2
Twenty whole building cards are shared equally between four pretend building trays. How many go in each?
Useful outcome
A four-place setup note.
- Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
- Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
- Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
- Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.
Adult model · after the first attempt
Name 20 as the whole collection and 4 as the known number of recipients. Deal one building card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 5 complete rounds each recipient has 5 building cards; 0 whole building cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 5 + 5 + 5 + 5=20. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Matching neutral route and empty record
D73-R3 · Four quiet sports displays
D73-R3
Sixteen whole sports-word cards are shared equally between four displays. How many cards does each display receive?
Useful outcome
A four-place setup note.
- Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
- Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
- Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
- Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.
Adult model · after the first attempt
Name 16 as the whole collection and 4 as the known number of recipients. Deal one sports-word card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 sports-word cards; 0 whole sports-word cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4 + 4 + 4=16. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Matching neutral route and empty record
Whole introductory sources
C06 · A quiet sound-word display