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Which question are we answering? · complete teacher lessonYear 1 Maths · T2 W15–16 · Teacher · Teacher / Day 77

Purpose

Distinguish known recipients/find each from known size/find complete packs, even when a numeral matches.

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

Use one six-card whole in two separately introduced jobs: share between two makers, then reset and pack three per kit. Ask what is known and what answer would be useful. Reset manually; the first arrangement is not evidence for the second job.

When a confusion appears

An answer 4 can be right in two different twelve/three jobs but name different things. Teach a fresh ten-card sharing-between-two job and ten-card packing-in-twos job:5 cards per recipient versus 5 packs. Ask the child to label the unit rather than reward the numeral alone.

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

Use one six-card whole in two separately introduced jobs: share between two makers, then reset and pack three per kit. Ask what is known and what answer would be useful. Reset manually; the first arrangement is not evidence for the second job.

Teach a whole different example · 3–9

Twelve whole story cards are shared equally between three pretend story makers. How many cards does each story maker receive? After the first chosen attempt, demonstrate: Name 12 as the whole collection and 3 as the known number of recipients. Deal one story 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 story cards; 0 whole story 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=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. Then introduce the complete different source Twelve whole story cards are available. Each complete story pack needs three cards. How many complete packs can be made? Discuss the change in purpose/quantities rather than presenting a shortcut answer.

Try a new source together · 9–15

Eight new display cards: share among two display makers gives 4 each; in a separately reset job pack two per set gives 4 sets. 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 two different labels for two different jobs. 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 creature-picture cards: share among four gives 3 each; a separate pack-size-four job gives 3 packs. State the different meaning of 3. 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.

D77-R1 · Find the cards per costume maker

Useful outcome

Two different labels for two different jobs.

• 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 3 as the known number of recipients. Deal one costume 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 costume cards; 0 whole costume 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=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

D77-R2 · Find the number of costume packs

Useful outcome

Two different labels for two different jobs.

• 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 available collection and 3 costume cards as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 0 whole costume cards aside. 3+3+3+3=12; The requested number 4 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.

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

D77-R3 · Find a whole costume collection

Useful outcome

Two different labels for two different jobs.

• 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

There are 3 known kits with 4 costume cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 costume cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 kits still contains 4; then recount or use another taught equal-group method. A multiplication symbol is optional adult shorthand, not a prerequisite or a demand for times-table recall.

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

C13 · One whole, a sharing question

C14 · One whole, a packing question

Six-heading paper for C13

Complete written optional read-aloud

Full optional two-session project