How many for all the kits? · complete teacher lesson
Purpose
Build a whole from a known number of equal kits and known amount in each.
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
Show two empty kit outlines and introduce three fresh cards required in each. The kit count and cards per kit are different units. Construct both groups and count all six; no multiplication or division symbol is needed.
When a confusion appears
If the learner adds the number of kits to cards per kit, build a fresh two-kits/four-per-kit collection. Point to both full four-card groups, then count 8 members. Explain the roles of 2 and 4 without a mechanical times-table demand.
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
Show two empty kit outlines and introduce three fresh cards required in each. The kit count and cards per kit are different units. Construct both groups and count all six; no multiplication or division symbol is needed.
Teach a whole different example · 3–9
Three pretend scene kits each need four whole scene cards. How many scene cards are needed for the three kits together? After the first chosen attempt, demonstrate: There are 3 known kits with 4 scene cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 scene 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. Then introduce the complete different source Four pretend route kits each need three whole route cards. How many route cards are needed in all? Discuss the change in purpose/quantities rather than presenting a shortcut answer.
Try a new source together · 9–15
Three new photo-free theatre kits with two panel cards in each; guided 6 cards in all. 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 whole-kit request 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 four mini-library kits each needing three bookmark cards:12 cards total. Check all four kits still have 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.
D78-R1 · Prepare three equal garden kits
D78-R1
Three pretend garden-picture kits each need five whole cards. How many cards are needed in all?
Useful outcome
A whole-kit request 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
There are 3 known kits with 5 garden-picture cards in every kit. Build or draw each kit separately and count every member once. 5+5+5=15 garden-picture cards in all. The numbers 3 and 5 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 kits still contains 5; 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
D78-R2 · Prepare two equal map kits
D78-R2
Two pretend map kits each need six whole map cards. How many cards are needed in all?
Useful outcome
A whole-kit request 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
There are 2 known kits with 6 map cards in every kit. Build or draw each kit separately and count every member once. 6+6=12 map cards in all. The numbers 2 and 6 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 2 kits still contains 6; 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
D78-R3 · Prepare four equal label kits
D78-R3
Four pretend label kits each need four whole marks. How many marks are needed in all?
Useful outcome
A whole-kit request 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
There are 4 known kits with 4 label marks in every kit. Build or draw each kit separately and count every member once. 4+4+4+4=16 label marks in all. The numbers 4 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 4 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
C15 · Build three equal scene kits