A-first · A fair card game · staff and four next routes
Eligibility and exposure
Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria.
Allowed access support
Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint.
Matching complete neutral source and four prompts
A-first
Ten whole game cards are shared equally between two pretend players. All cards go to a player.
Question 1
How many game cards should each recipient receive?
Question 2
Show a model of all 10 game cards shared equally between the 2 recipients.
Question 3
A pretend helper says each player gets ten game cards. Does that fit this job? Explain using the collection.
Question 4
Show a check of the equal shares and the whole original collection.
Matching learner four-response page
Exact matching original vector
A-first-Q1
How many game cards should each recipient receive?
Component criterion · staff only
Names 5 game cards per recipient, accounting for the entire collection.
Worked possibility · staff after first response
Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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=10. 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.
Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.
Whole individual NEXT01 next-teaching lesson
A-first-Q2
Show a model of all 10 game cards shared equally between the 2 recipients.
Component criterion · staff only
Represents all 10 members exactly once across 2 equal recipient groups of 5; no extra or omitted member.
Worked possibility · staff after first response
Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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=10. 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.
Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.
Whole individual NEXT02 next-teaching lesson
A-first-Q3
A pretend helper says each player gets ten game cards. Does that fit this job? Explain using the collection.
Component criterion · staff only
Rejects ten game cards for each player because that would give the whole ten to one player or need twenty cards for both. Names five cards each and checks the actual ten-card collection.
Worked possibility · staff after first response
Rejects ten game cards for each player because that would give the whole ten to one player or need twenty cards for both. Names five cards each and checks the actual ten-card collection. Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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=10. 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.
Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.
Whole individual NEXT03 next-teaching lesson
A-first-Q4
Show a check of the equal shares and the whole original collection.
Component criterion · staff only
Checks all 2 recipient amounts are equal and recombines/recounts their 10 members to recover 10; labels the per-recipient unit.
Worked possibility · staff after first response
Name 10 as the whole collection and 2 as the known number of recipients. Deal one game 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 game cards; 0 whole game 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=10. 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.
Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.
Whole individual NEXT04 next-teaching lesson
Original future-handoff wording remains in the preserved written contract. The matching routes above are actual Source pages; classroom use, independence and annual evidence are not inferred.