written/02-LESSONS-AND-CONTEXTS | Year 1 Maths · T2 W15–16

Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Contexts

C01

A

B

Day

Expected

Fiction

true

Id

C01

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Eight whole game cards belong to one pretend game. Share all eight equally between two players. How many cards does each player receive?

Title

A fair game start

Unit

game cards

Worked

Name 8 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 4 complete rounds each recipient has 4 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 4 + 4=8. 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.

C02

A

B

Day

Expected

Fiction

true

Id

C02

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Nine whole puppet cards are ready. Share them equally between three pretend puppet stations. How many cards go to each station?

Title

Three quiet puppet stations

Unit

puppet cards

Worked

Name 9 as the whole collection and 3 as the known number of recipients. Deal one puppet card 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 puppet cards; 0 whole puppet 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 3 + 3 + 3=9. 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.

C03

A

B

Day

Expected

Fiction

true

Id

C03

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Twelve whole plant sketch cards must be shared equally between three drawing kits. How many cards belong in each kit?

Title

Garden sketch kits

Unit

plant sketch cards

Worked

Name 12 as the whole collection and 3 as the known number of recipients. Deal one plant sketch 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 plant sketch cards; 0 whole plant sketch 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.

C04

A

B

Day

Expected

Fiction

true

Id

C04

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Ten whole map cards are shared equally between two pretend map-making teams. How many cards does each team get?

Title

Map-making partners

Unit

map cards

Worked

Name 10 as the whole collection and 2 as the known number of recipients. Deal one map 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 map cards; 0 whole map 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.

C05

A

B

Day

Expected

Fiction

true

Id

C05

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Sixteen whole panel cards are shared equally between four pretend paper robots. How many panel cards does each robot receive?

Title

Four paper robots

Unit

panel cards

Worked

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.

C06

A

B

Day

Expected

Fiction

true

Id

C06

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

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?

Title

A quiet sound-word display

Unit

sound-word cards

Worked

Name 12 as the whole collection and 4 as the known number of recipients. Deal one sound-word card 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 sound-word cards; 0 whole sound-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 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.

C07

A

B

Day

Expected

Fiction

true

Id

C07

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Title

Keep an honest leftover note

Unit

sample cards

Worked

Name 11 as the whole collection and 3 as the known number of recipients. Deal one sample card 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 sample cards; 2 whole sample 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 3 + 3 + 3=9, then 9+2=11. 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.

C08

A

B

Day

Expected

Fiction

true

Id

C08

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Fourteen whole drawing cards are shared equally between four pretend displays. Give each display as many whole cards as possible, keep shares equal and leave any leftovers aside. How many does each display get, and how many stay aside?

Title

Four drawing displays

Unit

drawing cards

Worked

Name 14 as the whole collection and 4 as the known number of recipients. Deal one drawing card 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 drawing cards; 2 whole drawing 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 3 + 3 + 3 + 3=12, then 12+2=14. 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.

C09

A

B

Day

Expected

Fiction

true

Id

C09

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Twelve whole tool-picture cards are available. Each complete pretend repair kit needs three cards. How many complete kits can be made?

Title

Complete repair kits

Unit

tool-picture cards

Worked

Name 12 as the whole available collection and 3 tool-picture 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 tool-picture 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.

C10

A

B

Day

Expected

Fiction

true

Id

C10

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Ten whole label cards are available. Each complete pack must contain two cards. How many complete packs can be made?

Title

Pairs for a collection

Unit

label cards

Worked

Name 10 as the whole available collection and 2 label cards as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 5 complete packs and 0 whole label cards aside. 2+2+2+2+2=10; The requested number 5 names packs; 2 names members in one pack. A leftover group of fewer than 2 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.

C11

A

B

Day

Expected

Fiction

true

Id

C11

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Title

Ferry-card bundles

Unit

ferry cards

Worked

Name 17 as the whole available collection and 4 ferry cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole ferry card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

C12

A

B

Day

Expected

Fiction

true

Id

C12

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Fourteen whole badge cards are available. Each complete sleeve needs three cards. Make as many complete sleeves as possible, leaving any leftover cards aside. How many complete sleeves can be made, and how many cards are left?

Title

Badge-card sleeves

Unit

badge cards

Worked

Name 14 as the whole available collection and 3 badge 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 2 whole badge cards aside. 3+3+3+3=12; 12+2=14. 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.

C13

A

B

Day

Expected

Fiction

true

Id

C13

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Twelve whole story cards are shared equally between three pretend story makers. How many cards does each story maker receive?

Title

One whole, a sharing question

Unit

story cards

Worked

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.

C14

A

B

Day

Expected

Fiction

true

Id

C14

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Twelve whole story cards are available. Each complete story pack needs three cards. How many complete packs can be made?

Title

One whole, a packing question

Unit

story cards

Worked

Name 12 as the whole available collection and 3 story 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 story 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.

C15

A

B

Day

Expected

Fiction

true

Id

C15

Kind

repeat

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Three pretend scene kits each need four whole scene cards. How many scene cards are needed for the three kits together?

Title

Build three equal scene kits

Unit

scene cards

Worked

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.

C16

A

B

Day

Expected

Fiction

true

Id

C16

Kind

repeat

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Four pretend route kits each need three whole route cards. How many route cards are needed in all?

Title

A set of route kits

Unit

route cards

Worked

There are 4 known kits with 3 route cards in every kit. Build or draw each kit separately and count every member once. 3+3+3+3=12 route cards in all. The numbers 4 and 3 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 4 kits still contains 3; 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.

C17

A

B

Day

Expected

Fiction

true

Id

C17

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Supplied plan

Title

Check a fair-start plan

Unit

bookmark cards

Worked

The supplied 7/5 plan keeps the total 12 but is unequal. Move one card from the seven-card place to the five-card place:6/6 is equal. Name 12 as the whole collection and 2 as the known number of recipients. Deal one bookmark card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 6 complete rounds each recipient has 6 bookmark cards; 0 whole bookmark 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 6 + 6=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.

C18

A

B

Day

Expected

Fiction

true

Id

C18

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Thirteen whole wheel-picture cards are available. Every complete pretend vehicle pack needs four cards. A supplied plan has three four-card packs and one loose card. A helper calls this four complete packs. How many packs are actually complete, and what remains aside?

Supplied plan

Complete packs

Loose cards

Pack size

Title

Check which packs are complete

Unit

wheel-picture cards

Worked

The loose card is not a fourth complete four-card pack. Name 13 as the whole available collection and 4 wheel-picture cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole wheel-picture card aside. 4+4+4=12; 12+1=13. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

C19

A

B

Day

Expected

Fiction

true

Id

C19

Kind

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Fifteen whole character cards are shared equally between three pretend story makers. How many character cards should each maker receive? Make a label a helper can use.

Title

A useful share label

Unit

character cards

Worked

Name 15 as the whole collection and 3 as the known number of recipients. Deal one character 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 character cards; 0 whole character 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=15. 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.

C20

A

B

Day

Expected

Fiction

true

Id

C20

Kind

group

Leftover

Role

Fictional ordinary teaching source. Keep the worked response with adults/after-own teaching; it is never a preset for a held own response.

Source

Nineteen whole mini-kit cards are available. Each complete pack needs five cards. Make as many complete packs as possible and leave any cards left over aside. How many complete packs can be made, and how many cards remain? Make a label a helper can use.

Title

A useful packing label

Unit

mini-kit cards

Worked

Name 19 as the whole available collection and 5 mini-kit cards as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 4 whole mini-kit cards aside. 5+5+5=15; 15+4=19. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 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.

Home

H01

A

Access

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.

B

Boundary

Ordinary home teaching, not an unseen held assessment. All quantities are fiction. A real local collection must be counted/reviewed and given a new source identity; do not claim these are actual home objects.

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H01

Kind

Later adult words

On another occasion, introduce this complete different job: Eight whole story marks are shared equally between two pretend story places. How many go to each? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 8 as the whole collection and 2 as the known number of recipients. Deal one story mark 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 marks; 0 whole story 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 4 + 4=8. 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.

Later source

A

B

Expected

Kind

Leftover

Source

Eight whole story marks are shared equally between two pretend story places. How many go to each?

Title

A different home try

Unit

story marks

Worked

Name 8 as the whole collection and 2 as the known number of recipients. Deal one story mark 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 marks; 0 whole story 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 4 + 4=8. 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Six whole paper pet cards are shared equally between two pretend picture kits. How many cards go in each?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Two pretend pet-picture kits

Unit

paper pet cards

Worked

Name 6 as the whole collection and 2 as the known number of recipients. Deal one paper pet card 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 paper pet cards; 0 whole paper pet 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 3 + 3=6. 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.

H02

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H02

Kind

Later adult words

On another occasion, introduce this complete different job: Twelve whole garden-picture cards are shared equally between three paper kits. How many belong in each? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 12 as the whole collection and 3 as the known number of recipients. Deal one garden-picture 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 garden-picture cards; 0 whole garden-picture 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.

Later source

A

B

Expected

Kind

Leftover

Source

Twelve whole garden-picture cards are shared equally between three paper kits. How many belong in each?

Title

A different home try

Unit

garden-picture cards

Worked

Name 12 as the whole collection and 3 as the known number of recipients. Deal one garden-picture 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 garden-picture cards; 0 whole garden-picture 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Nine whole bookmark marks are shared equally between three pretend folders. How many go in each?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Three little book folders

Unit

bookmark marks

Worked

Name 9 as the whole collection and 3 as the known number of recipients. Deal one bookmark 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 bookmark marks; 0 whole bookmark 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=9. 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.

H03

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H03

Kind

Later adult words

On another occasion, introduce this complete different job: Twelve whole toy-picture cards are shared equally between four pretend trays. How many go to each? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 12 as the whole collection and 4 as the known number of recipients. Deal one toy-picture card 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 toy-picture cards; 0 whole toy-picture 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 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.

Later source

A

B

Expected

Kind

Leftover

Source

Twelve whole toy-picture cards are shared equally between four pretend trays. How many go to each?

Title

A different home try

Unit

toy-picture cards

Worked

Name 12 as the whole collection and 4 as the known number of recipients. Deal one toy-picture card 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 toy-picture cards; 0 whole toy-picture 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 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Eight whole postcard marks are shared equally between four displays. How many marks go to each?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Four postcard starts

Unit

postcard marks

Worked

Name 8 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 2 complete rounds each recipient has 2 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 2 + 2 + 2 + 2=8. 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.

H04

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H04

Kind

Later adult words

On another occasion, introduce this complete different job: Ten whole drawing marks are shared equally between three kits, as many whole marks per kit as possible, with leftovers aside. How many go in each and how many remain? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 10 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing marks; 1 whole drawing mark remains 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=9, then 9+1=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.

Later source

A

B

Expected

Kind

Leftover

Source

Ten whole drawing marks are shared equally between three kits, as many whole marks per kit as possible, with leftovers aside. How many go in each and how many remain?

Title

A different home try

Unit

drawing marks

Worked

Name 10 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing marks; 1 whole drawing mark remains 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=9, then 9+1=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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Seven whole label cards are shared equally between two pretend kits, as many whole cards per kit as possible; leave leftovers aside. How many go in each and how many stay aside?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

A spare label note

Unit

label cards

Worked

Name 7 as the whole collection and 2 as the known number of recipients. Deal one label card 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 label cards; 1 whole label card remains 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=6, then 6+1=7. 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.

H05

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H05

Kind

group

Later adult words

On another occasion, introduce this complete different job: Twelve whole game cards are available. Each complete pack needs three cards. How many complete packs can be made? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 12 as the whole available collection and 3 game 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 game 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.

Later source

A

B

Expected

Kind

group

Leftover

Source

Twelve whole game cards are available. Each complete pack needs three cards. How many complete packs can be made?

Title

A different home try

Unit

game cards

Worked

Name 12 as the whole available collection and 3 game 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 game 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Eight whole sock-picture cards are available. Every complete pair pack needs two cards. How many complete packs can be made?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Pretend pair packs

Unit

sock-picture cards

Worked

Name 8 as the whole available collection and 2 sock-picture cards as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 0 whole sock-picture cards aside. 2+2+2+2=8; The requested number 4 names packs; 2 names members in one pack. A leftover group of fewer than 2 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.

H06

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H06

Kind

group

Later adult words

On another occasion, introduce this complete different job: Thirteen whole map marks are available. Each complete kit needs four; make as many complete kits as possible and leave leftovers aside. How many complete kits and spare marks are there? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 13 as the whole available collection and 4 map marks as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole map mark aside. 4+4+4=12; 12+1=13. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

Later source

A

B

Expected

Kind

group

Leftover

Source

Thirteen whole map marks are available. Each complete kit needs four; make as many complete kits as possible and leave leftovers aside. How many complete kits and spare marks are there?

Title

A different home try

Unit

map marks

Worked

Name 13 as the whole available collection and 4 map marks as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole map mark aside. 4+4+4=12; 12+1=13. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Ten whole badge cards are available. Each complete pack needs three; make as many complete packs as possible and leave leftovers aside. How many complete packs and spare cards are there?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

A packing spare note

Unit

badge cards

Worked

Name 10 as the whole available collection and 3 badge 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 3 complete packs and 1 whole badge card aside. 3+3+3=9; 9+1=10. The requested number 3 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.

H07

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H07

Kind

Later adult words

On another occasion, introduce this complete different job: In a separate reset job eight whole picture marks are available. Each complete pack needs two. How many complete packs can be made? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 8 as the whole available collection and 2 picture marks as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 0 whole picture marks aside. 2+2+2+2=8; The requested number 4 names packs; 2 names members in one pack. A leftover group of fewer than 2 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.

Later source

A

B

Expected

Kind

group

Leftover

Source

In a separate reset job eight whole picture marks are available. Each complete pack needs two. How many complete packs can be made?

Title

A different home try

Unit

picture marks

Worked

Name 8 as the whole available collection and 2 picture marks as the required size of each complete pack. Take exactly 2 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 0 whole picture marks aside. 2+2+2+2=8; The requested number 4 names packs; 2 names members in one pack. A leftover group of fewer than 2 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Eight whole picture marks are shared equally between two pretend makers. How many does each maker get?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Label what each means

Unit

picture marks

Worked

Name 8 as the whole collection and 2 as the known number of recipients. Deal one picture mark 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 picture marks; 0 whole picture 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 4 + 4=8. 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.

H08

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H08

Kind

repeat

Later adult words

On another occasion, introduce this complete different job: Three pretend puppet kits each need two whole cards. How many cards are needed in all? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: There are 3 known kits with 2 puppet cards in every kit. Build or draw each kit separately and count every member once. 2+2+2=6 puppet cards in all. The numbers 3 and 2 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 kits still contains 2; 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.

Later source

A

B

Expected

Kind

repeat

Leftover

Source

Three pretend puppet kits each need two whole cards. How many cards are needed in all?

Title

A different home try

Unit

puppet cards

Worked

There are 3 known kits with 2 puppet cards in every kit. Build or draw each kit separately and count every member once. 2+2+2=6 puppet cards in all. The numbers 3 and 2 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 kits still contains 2; 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Two pretend kits each need three whole panel cards. How many panel cards are needed in all?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Ask for both kits

Unit

panel cards

Worked

There are 2 known kits with 3 panel cards in every kit. Build or draw each kit separately and count every member once. 3+3=6 panel cards in all. The numbers 2 and 3 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 2 kits still contains 3; 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.

H09

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H09

Kind

Later adult words

On another occasion, introduce this complete different job: Eleven whole label marks are available. A complete pack needs three; make as many packs as possible and leave leftovers aside. How many complete packs and leftover marks are there? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 11 as the whole available collection and 3 label marks 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 3 complete packs and 2 whole label marks aside. 3+3+3=9; 9+2=11. The requested number 3 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.

Later source

A

B

Expected

Kind

group

Leftover

Source

Eleven whole label marks are available. A complete pack needs three; make as many packs as possible and leave leftovers aside. How many complete packs and leftover marks are there?

Title

A different home try

Unit

label marks

Worked

Name 11 as the whole available collection and 3 label marks 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 3 complete packs and 2 whole label marks aside. 3+3+3=9; 9+2=11. The requested number 3 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Ten whole art cards must be shared equally between two pretend makers. A 6/4 plan is supplied. Is it equal? How could the same ten be shared equally?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Check an equal-share note

Unit

art cards

Worked

Name 10 as the whole collection and 2 as the known number of recipients. Deal one art 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 art cards; 0 whole art 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.

H10

A

Access

B

Boundary

Day

Duration

About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later.

Expected

First adult words

What is the whole job asking us to find? What do these numbers name? Show your first idea; I will not choose the amount for you.

Id

H10

Kind

group

Later adult words

On another occasion, introduce this complete different job: In a new job twelve whole scene cards are shared equally between three pretend makers. What cards-per-maker label is useful? Ask what is known and what answer would be useful before a hint. After their first try, adult teaching is: Name 12 as the whole collection and 3 as the known number of recipients. Deal one scene 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 scene cards; 0 whole scene 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.

Later source

A

B

Expected

Kind

Leftover

Source

In a new job twelve whole scene cards are shared equally between three pretend makers. What cards-per-maker label is useful?

Title

A different home try

Unit

scene cards

Worked

Name 12 as the whole collection and 3 as the known number of recipients. Deal one scene 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 scene cards; 0 whole scene 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.

Leftover

Purpose

Make one useful share/pack/request note with the source and answer meaning.

Source

Fourteen whole scene cards are available. Each complete pack needs four; make as many complete packs as possible and leave leftovers aside. What complete-pack/spare label is useful?

Steps

Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer.
Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts.
Retain that first record. Only then use the separate adult worked possibility to teach/check the equality, full-pack or equal-kit rule and every original member.
Make a small useful label. It can stay private; no photo, device or public performance needed.

Title

Make a tiny pack guide

Unit

scene cards

Worked

Name 14 as the whole available collection and 4 scene cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole scene cards aside. 4+4+4=12; 12+2=14. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

Lessons

71

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Give one to each place. Keep going in fair rounds. What belongs with each player?

Confusion

If one place gets extra, pair one member from each group and locate the unmatched member. Use a new six-card/two-place collection, rather than correcting a held response into an independent sample.

Contexts

C01

C02

Day

Duration

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.

Entry

Make the two game places visible and count a fresh four-card collection once. Ask what it would mean for both to have the same number; demonstrate one card to each, then another round if needed. Do not treat two places as two cards.

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.

Practical outcome

A label for each pretend player.

Purpose

Model equal sharing when the number of recipients is given.

Routes

D71-r1

A

B

Expected

Id

D71-R1

Kind

Leftover

Purpose

A label for each pretend player.

Response modes

Source

Six whole photo-free animal cards are shared equally between two displays. How many cards go to each?

Steps

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.

Teacher model

Name 6 as the whole collection and 2 as the known number of recipients. Deal one photo-free animal card 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 photo-free animal cards; 0 whole photo-free animal 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 3 + 3=6. 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.

Title

Set up two pretend animal displays

Unit

photo-free animal cards

D71-r2

A

B

Expected

Id

D71-R2

Kind

Leftover

Purpose

A label for each pretend player.

Response modes

Source

Twelve whole game cards are shared equally between three players. How many cards does each player receive?

Steps

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.

Teacher model

Name 12 as the whole collection and 3 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 4 complete rounds each recipient has 4 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 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.

Title

Set up three game places

Unit

game cards

D71-r3

A

B

Expected

Id

D71-R3

Kind

Leftover

Purpose

A label for each pretend player.

Response modes

Source

Ten whole ticket marks are shared equally between two pretend theatres. How many marks go to each?

Steps

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.

Teacher model

Name 10 as the whole collection and 2 as the known number of recipients. Deal one ticket mark 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 ticket marks; 0 whole ticket 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 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.

Title

Give two paper theatres a fair start

Unit

ticket marks

Stages

1 Minutes

0–3

Name

Choose a job and check entry

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Three kits. Same amount in each. Show where every card goes.

Confusion

A child may count the whole 12 and label each kit 12. Contrast a new six-card/three-kit collection and check how the whole is split; whole and each are different questions.

Contexts

C03

C04

Day

Duration

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.

Entry

Use three clearly named places. Give one fresh card to each and count the completed round. Ask how many places there are and what remains available; if source reading blocks access, read it without choosing a share amount.

Materials

Practical outcome

A sharing instruction for the chosen job that a helper can follow.

Purpose

Keep the whole, recipient count and per-kit amount distinct across three recipients.

Routes

D72-r1

A

B

Expected

Id

D72-R1

Kind

Leftover

Purpose

A sharing instruction for the chosen job that a helper can follow.

Response modes

Source

Fifteen whole recipe-picture cards are shared equally between three pretend folders. How many cards belong in each? No food is handled.

Steps

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.

Teacher model

Name 15 as the whole collection and 3 as the known number of recipients. Deal one recipe-picture 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 recipe-picture cards; 0 whole recipe-picture 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=15. 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.

Title

Make three recipe folders

Unit

recipe-picture cards

D72-r2

A

B

Expected

Id

D72-R2

Kind

Leftover

Purpose

A sharing instruction for the chosen job that a helper can follow.

Response modes

Source

Fourteen whole shape cards are shared equally between two pretend drawing teams. How many cards does each team get?

Steps

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.

Teacher model

Name 14 as the whole collection and 2 as the known number of recipients. Deal one shape card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 7 complete rounds each recipient has 7 shape cards; 0 whole shape 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 7 + 7=14. 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.

Title

Two drawing teams

Unit

shape cards

D72-r3

A

B

Expected

Id

D72-R3

Kind

Leftover

Purpose

A sharing instruction for the chosen job that a helper can follow.

Response modes

Source

Twelve whole parcel marks are shared equally between three pretend delivery places. How many marks go to each?

Steps

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.

Teacher model

Name 12 as the whole collection and 3 as the known number of recipients. Deal one parcel mark 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 parcel marks; 0 whole parcel 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 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.

Title

Share a pretend delivery

Unit

parcel marks

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

Make a sharing instruction for the chosen job that a helper can follow. 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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

Fresh twelve photo-free picture marks shared between three named places:4 each, all 12 accounted for. 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.

Status

Title

Same amount in every kit

73

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Four places, one collection. Can each place get the same amount?

Confusion

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.

Contexts

C05

C06

Day

Duration

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.

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.

Materials

Practical outcome

A four-place setup note.

Purpose

Preserve equality and membership across four recipients.

Routes

D73-r1

A

B

Expected

Id

D73-R1

Kind

Leftover

Purpose

A four-place setup note.

Response modes

Source

Twelve whole postcard marks are shared equally between four displays. How many marks go to each?

Steps

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.

Teacher model

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.

Title

Give four postcard displays a start

Unit

postcard marks

D73-r2

A

B

Expected

Id

D73-R2

Kind

Leftover

Purpose

A four-place setup note.

Response modes

Source

Twenty whole building cards are shared equally between four pretend building trays. How many go in each?

Steps

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.

Teacher model

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.

Title

Four model-building trays

Unit

building cards

D73-r3

A

B

Expected

Id

D73-R3

Kind

Leftover

Purpose

A four-place setup note.

Response modes

Source

Sixteen whole sports-word cards are shared equally between four displays. How many cards does each display receive?

Steps

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.

Teacher model

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.

Title

Four quiet sports displays

Unit

sports-word cards

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

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.

Status

Title

Four places, one whole

74

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Same shares. Whole cards. Keep the spare where we can see it.

Confusion

If the spare is given to one place, compare all shares after that move. Use a different ten-card/three-place model to show why 3/3/4 is unequal for this exact job. Record a new agreed purpose separately if the child wants a different arrangement.

Contexts

C07

C08

Day

Duration

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.

Entry

Use a fresh seven-card collection and three places. Make two complete rounds and name the one still aside. State that this job uses whole cards; we are not teaching fractions or saying all real-world fairness must leave a spare.

Materials

Practical outcome

An equal-share note with a separate spare line.

Purpose

Share whole pieces equally and leave the agreed leftover aside without adding/splitting.

Routes

D74-r1

A

B

Expected

Id

D74-R1

Kind

Leftover

Purpose

An equal-share note with a separate spare line.

Response modes

Source

Ten whole leaf-picture cards go equally to three sketch kits, as many whole cards per kit as possible; leave leftovers aside. How many go to each kit and how many remain?

Steps

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.

Teacher model

Name 10 as the whole collection and 3 as the known number of recipients. Deal one leaf-picture card 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 leaf-picture cards; 1 whole leaf-picture card remains 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=9, then 9+1=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.

Title

Share a collection with a spare

Unit

leaf-picture cards

D74-r2

A

B

Expected

Id

D74-R2

Kind

Leftover

Purpose

An equal-share note with a separate spare line.

Response modes

Source

Thirteen whole story cards go equally to four kits, as many whole cards per kit as possible, with leftovers aside. How many go to each and how many stay aside?

Steps

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.

Teacher model

Name 13 as the whole collection and 4 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 3 complete rounds each recipient has 3 story cards; 1 whole story card remains 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, then 12+1=13. 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.

Title

Keep a story-kit spare record

Unit

story cards

D74-r3

A

B

Expected

Id

D74-R3

Kind

Leftover

Purpose

An equal-share note with a separate spare line.

Response modes

Source

Seventeen whole exhibition marks go equally to three displays, as many whole marks per display as possible, with leftovers aside. How many go to each and how many remain?

Steps

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.

Teacher model

Name 17 as the whole collection and 3 as the known number of recipients. Deal one exhibition mark 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 exhibition marks; 2 whole exhibition 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 5 + 5 + 5=15, then 15+2=17. 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.

Title

Share display marks and label the rest

Unit

exhibition marks

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

Make an equal-share note with a separate spare line. 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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

Fresh eleven postcard marks among four equal places:2 each and 3 aside. Check the entire original 11. 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.

Status

Title

A leftover is information

75

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

This pack needs a set number. Make it complete before you start the next.

Confusion

A child can report the pack size as the pack count. Label one four-card pack and the separate count of completed packs in a fresh eight-card/four-per-pack job. Do not teach a keyword rule to divide whenever pack appears.

Contexts

C09

C10

Day

Duration

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.

Entry

Make one new complete two-card pack. Ask what makes it complete, then provide six cards and build fresh packs of two. The known 2 is a pack size, not the number of packs; contrast that with yesterday’s known recipients.

Materials

Practical outcome

A complete-pack count label.

Purpose

Use a fixed pack size to find the number of complete packs.

Routes

D75-r1

A

B

Expected

Id

D75-R1

Kind

group

Leftover

Purpose

A complete-pack count label.

Response modes

Source

Eight whole sock-picture cards are available. Each complete pretend pair pack needs two cards. How many complete packs can be made?

Steps

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.

Teacher model

Title

Make pretend pair packs

Unit

sock-picture cards

D75-r2

A

B

Expected

Id

D75-R2

Kind

group

Leftover

Purpose

A complete-pack count label.

Response modes

Source

Fifteen whole page cards are available. Each complete paper pack needs three cards. How many complete packs can be made?

Steps

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.

Teacher model

Name 15 as the whole available collection and 3 page 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 5 complete packs and 0 whole page cards aside. 3+3+3+3+3=15; The requested number 5 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.

Title

Make little page packs

Unit

page cards

D75-r3

A

B

Expected

Id

D75-R3

Kind

group

Leftover

Purpose

A complete-pack count label.

Response modes

Source

Twelve whole corner cards are available. Every complete corner kit needs four cards. How many complete kits can be made?

Steps

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.

Teacher model

Name 12 as the whole available collection and 4 corner cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 0 whole corner cards aside. 4+4+4=12; The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

Title

Make four-card corner kits

Unit

corner cards

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

Make a complete-pack count label. 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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

Fresh ten game marks, two per complete pack:5 complete packs. Recount all 10. 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.

Status

Title

What makes a complete pack?

76

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Count the complete packs. Name the loose cards separately.

Confusion

If a partly filled pack is counted as complete, compare it to the exact required size using a fresh eleven-card/three-per-pack job. Leave unused members visible; a bigger drawn box does not turn a short pack into a complete one.

Contexts

C11

C12

Day

Duration

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.

Entry

Give a fresh nine-card collection with a four-card pack rule. Build two complete packs and one loose card. Check every completed pack reaches four; do not call an outline or a loose card a completed pack.

Materials

Practical outcome

A two-part packing label.

Purpose

Find whole complete packs and keep smaller leftover collections separately named.

Routes

D76-r1

A

B

Expected

Id

D76-R1

Kind

group

Leftover

Purpose

A two-part packing label.

Response modes

Source

Eleven whole badge marks are available. Each complete pack needs three; make as many complete packs as possible and leave leftovers aside. How many packs and leftover marks are there?

Steps

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.

Teacher model

Name 11 as the whole available collection and 3 badge marks 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 3 complete packs and 2 whole badge marks aside. 3+3+3=9; 9+2=11. The requested number 3 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.

Title

Pack badge marks with a spare note

Unit

badge marks

D76-r2

A

B

Expected

Id

D76-R2

Kind

group

Leftover

Purpose

A two-part packing label.

Response modes

Source

Nineteen whole puzzle cards are available. Each complete kit needs four; make as many kits as possible and leave leftovers aside. How many complete kits and spare cards are there?

Steps

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.

Teacher model

Name 19 as the whole available collection and 4 puzzle cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 3 whole puzzle cards aside. 4+4+4+4=16; 16+3=19. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

Title

Pack four-card puzzle kits

Unit

puzzle cards

D76-r3

A

B

Expected

Id

D76-R3

Kind

group

Leftover

Purpose

A two-part packing label.

Response modes

Source

Seventeen whole route marks are available. A complete set needs five; make as many sets as possible and leave leftovers aside. How many complete sets and leftover marks are there?

Steps

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.

Teacher model

Name 17 as the whole available collection and 5 route marks as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole route marks aside. 5+5+5=15; 15+2=17. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 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.

Title

Pack five-mark route sets

Unit

route marks

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

Make a two-part packing label. 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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

Fresh thirteen route marks, three per complete set:4 sets/1 loose; check 12+1=13. 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.

Status

Title

Complete packs and loose cards

77

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Same collection. Different job. What does your answer count?

Confusion

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.

Contexts

C13

C14

Day

Duration

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.

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.

Materials

Practical outcome

Two different labels for two different jobs.

Purpose

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

Routes

D77-r1

A

B

Expected

Id

D77-R1

Kind

Leftover

Purpose

Two different labels for two different jobs.

Response modes

Source

Twelve whole costume cards are shared equally between three makers. How many cards does each maker receive?

Steps

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.

Teacher model

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.

Title

Find the cards per costume maker

Unit

costume cards

D77-r2

A

B

Expected

Id

D77-R2

Kind

group

Leftover

Purpose

Two different labels for two different jobs.

Response modes

Source

Twelve whole costume cards are available. Every complete pack needs three cards. How many complete packs can be made?

Steps

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.

Teacher model

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.

Title

Find the number of costume packs

Unit

costume cards

D77-r3

A

B

Expected

Id

D77-R3

Kind

repeat

Leftover

Purpose

Two different labels for two different jobs.

Response modes

Source

Three pretend costume kits each need four whole cards. How many cards are needed in all?

Steps

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.

Teacher model

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.

Title

Find a whole costume collection

Unit

costume cards

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

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.

Status

Title

Which question are we answering?

78

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Each kit needs the same amount. What do all the kits need together?

Confusion

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.

Contexts

C15

C16

Day

Duration

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.

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.

Materials

Practical outcome

A whole-kit request note.

Purpose

Build a whole from a known number of equal kits and known amount in each.

Routes

D78-r1

A

B

Expected

Id

D78-R1

Kind

repeat

Leftover

Purpose

A whole-kit request note.

Response modes

Source

Three pretend garden-picture kits each need five whole cards. How many cards are needed in all?

Steps

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.

Teacher model

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.

Title

Prepare three equal garden kits

Unit

garden-picture cards

D78-r2

A

B

Expected

Id

D78-R2

Kind

repeat

Leftover

Purpose

A whole-kit request note.

Response modes

Source

Two pretend map kits each need six whole map cards. How many cards are needed in all?

Steps

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.

Teacher model

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.

Title

Prepare two equal map kits

Unit

map cards

D78-r3

A

B

Expected

Id

D78-R3

Kind

repeat

Leftover

Purpose

A whole-kit request note.

Response modes

Source

Four pretend label kits each need four whole marks. How many marks are needed in all?

Steps

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.

Teacher model

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.

Title

Prepare four equal label kits

Unit

label marks

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

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.

Status

Title

How many for all the kits?

79

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Check the plan. Show what works, then fix what needs changing.

Confusion

A child can reject a plan with no evidence or accept it because the total is right. Ask them to inspect a new six-card/two-place 4/2 plan or a nine-card/four-per-pack 2 packs+1 loose plan. Model the exact condition and a check; do not infer a fixed ability from one response.

Contexts

C17

C18

Day

Duration

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.

Entry

Use a fresh eight-card/two-recipient job with a supplied 5/3 allocation. Count both shares and the whole before revising. A correct total does not by itself prove equal shares; a named pack does not prove it has its required size.

Materials

Practical outcome

A kind, evidence-based repair note.

Purpose

Inspect equality, completeness and conservation instead of accepting a confident label.

Routes

D79-r1

A

B

Expected

Id

D79-R1

Kind

Leftover

Purpose

A kind, evidence-based repair note.

Response modes

Source

Ten whole festival cards must go equally to two pretend places. A proposed 6/4 allocation is supplied. Is it equal? How could the same ten be shared equally?

Steps

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.

Teacher model

Name 10 as the whole collection and 2 as the known number of recipients. Deal one festival 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 festival cards; 0 whole festival 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.

Title

Check a festival share

Unit

festival cards

D79-r2

A

B

Expected

Id

D79-R2

Kind

group

Leftover

Purpose

A kind, evidence-based repair note.

Response modes

Source

Sixteen whole stamp-picture cards are available. Each complete pack needs three. A helper claims six complete packs. How many complete packs are actually possible and how many cards remain?

Steps

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.

Teacher model

Name 16 as the whole available collection and 3 stamp-picture 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 5 complete packs and 1 whole stamp-picture card aside. 3+3+3+3+3=15; 15+1=16. The requested number 5 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.

Title

Check a pack count

Unit

stamp-picture cards

D79-r3

A

B

Expected

Id

D79-R3

Kind

repeat

Leftover

Purpose

A kind, evidence-based repair note.

Response modes

Source

Three pretend sign kits each need four whole sign cards. A helper has recorded seven cards in all. What total should be recorded and why?

Steps

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.

Teacher model

There are 3 known kits with 4 sign cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 sign 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.

Title

Check three sign kits

Unit

sign cards

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

Make a kind, evidence-based repair 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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

Fresh fourteen scene cards, four per complete pack;3 packs/2 loose. Explain why 2 loose is not a fourth complete pack. 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.

Status

Title

Does that plan really work?

80

Access

Blank labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Blank values

[Genuinely empty own space]

Child

Pick a job. Make a plan. Give it a label someone can use.

Confusion

A bare numeral omits whether it names cards each, complete packs, leftovers or cards in all. Teach a new eight-card/two-recipient job after retaining the first guide, then let the child add a clear quantity label. No compulsory public sharing.

Contexts

C19

C20

Day

Duration

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.

Entry

Offer one new small job from a relationship the child has actually been taught. Ask what is known and what must be found. If that distinction is not secure, teach a fresh smaller example rather than demand an independent guide.

Materials

Practical outcome

A tiny practical guide with whole source, model, useful answer and check.

Purpose

Choose a taught sharing/grouping/repeated-whole relationship and make a meaningful instruction with a check.

Routes

D80-r1

A

B

Expected

Id

D80-R1

Kind

Leftover

Purpose

A tiny practical guide with whole source, model, useful answer and check.

Response modes

Source

Eighteen whole comic cards are shared equally between three pretend makers. How many cards go to each? Make a useful share label.

Steps

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.

Teacher model

Name 18 as the whole collection and 3 as the known number of recipients. Deal one comic card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 6 complete rounds each recipient has 6 comic cards; 0 whole comic 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 6 + 6 + 6=18. 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.

Title

Make a comic-share guide

Unit

comic cards

D80-r2

A

B

Expected

Id

D80-R2

Kind

group

Leftover

Purpose

A tiny practical guide with whole source, model, useful answer and check.

Response modes

Source

Twenty whole model cards are available. A complete kit needs six cards. Make as many complete kits as possible and leave leftovers aside. What should the complete-kit/spare label say?

Steps

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.

Teacher model

Name 20 as the whole available collection and 6 model cards as the required size of each complete pack. Take exactly 6 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole model cards aside. 6+6+6=18; 18+2=20. The requested number 3 names packs; 6 names members in one pack. A leftover group of fewer than 6 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.

Title

Make a complete-kit guide

Unit

model cards

D80-r3

A

B

Expected

Id

D80-R3

Kind

repeat

Leftover

Purpose

A tiny practical guide with whole source, model, useful answer and check.

Response modes

Source

Four pretend puppet kits each need three whole cards. How many cards are needed in all? Make a useful request label.

Steps

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.

Teacher model

There are 4 known kits with 3 puppet cards in every kit. Build or draw each kit separately and count every member once. 3+3+3+3=12 puppet cards in all. The numbers 4 and 3 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 4 kits still contains 3; 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.

Title

Make a whole-kit request

Unit

puppet cards

Stages

1 Minutes

0–3

Name

Choose a job and check entry

5 Minutes

22–25

Name

Make a usable outcome

Teacher

Make a tiny practical guide with whole source, model, useful answer and check. 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.

6 Minutes

25–29

Name

Check evidence and choose next teaching

Teacher

Choose an unused eligible held case only after component-teaching and exposure checks, or a fresh ordinary twelve-card/three-per-pack job. Preserve exact source, first words/model and separate hints. 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.

Status

Title

Make a kit guide someone can use

Projects

X01

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Keep the first guide. Read this entire separate job and let the child try before using its adult model. Make a separately named guide; compare the source, useful result unit and full check. Do not treat the changed collection as proof of unseen transfer.

Kind

Leftover

Source

Ten whole pattern cards go equally to two pretend game boxes. How many go in each?

Title

A complete different project job

Unit

pattern cards

Worked

Name 10 as the whole collection and 2 as the known number of recipients. Deal one pattern 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 pattern cards; 0 whole pattern 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.

Id

X01

Kind

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Can a reader identify the whole source, requested quantity, equality/complete-size condition, any leftover and a valid whole-collection check? Record source exposure and assistance. No actual helper success is presumed.

Source

Twelve whole pattern cards must be shared equally between two pretend game boxes. How many go in each?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Session 2: make an instruction card containing the full source identity and meaning of the result. A willing helper may try it, or the child can explain it privately. Record what actually happened; an invitation is not an observation.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

Two fair-start game boxes

Unit

pattern cards

Worked

Name 12 as the whole collection and 2 as the known number of recipients. Deal one pattern card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 6 complete rounds each recipient has 6 pattern cards; 0 whole pattern 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 6 + 6=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.

X02

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

Leftover

Source

Twelve whole map marks go equally to three pretend map folders. How many belong in each?

Title

A complete different project job

Unit

map marks

Worked

Name 12 as the whole collection and 3 as the known number of recipients. Deal one map mark 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 map marks; 0 whole map 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 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.

Id

X02

Kind

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Fifteen whole map marks go equally between three pretend map folders. How many go in each?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

Three reusable map folders

Unit

map marks

Worked

Name 15 as the whole collection and 3 as the known number of recipients. Deal one map mark 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 map marks; 0 whole map 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 5 + 5 + 5=15. 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.

X03

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

Leftover

Source

Sixteen whole panel cards go equally to four pretend theatre kits. How many go to each?

Title

A complete different project job

Unit

panel cards

Worked

Id

X03

Kind

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Twenty whole panel cards go equally between four pretend theatre kits. How many go in each?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

Four equal theatre starts

Unit

panel cards

Worked

Name 20 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 5 complete rounds each recipient has 5 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 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.

X04

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

Leftover

Source

Nineteen whole display cards go equally to four pretend displays, as many whole cards per display as possible. Keep shares equal and leftovers aside. How many per display and how many stay aside?

Title

A complete different project job

Unit

display cards

Worked

Name 19 as the whole collection and 4 as the known number of recipients. Deal one display 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 display cards; 3 whole display 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, then 16+3=19. 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.

Id

X04

Kind

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Seventeen whole display cards go equally between four pretend displays, as many whole cards per display as possible with leftovers aside. How many per display and how many remain?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

An honest equal-display spare record

Unit

display cards

Worked

Name 17 as the whole collection and 4 as the known number of recipients. Deal one display 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 display cards; 1 whole display card remains 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, then 16+1=17. 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.

X05

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

group

Leftover

Source

Fifteen whole route cards are available. Every complete set needs three cards. How many complete sets can be made?

Title

A complete different project job

Unit

route cards

Worked

Name 15 as the whole available collection and 3 route 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 5 complete packs and 0 whole route cards aside. 3+3+3+3+3=15; The requested number 5 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.

Id

X05

Kind

group

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Eighteen whole route cards are available. Each complete set needs three. How many complete sets can be made?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

A complete route-pack organiser

Unit

route cards

Worked

Name 18 as the whole available collection and 3 route 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 6 complete packs and 0 whole route cards aside. 3+3+3+3+3+3=18; The requested number 6 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.

X06

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

group

Leftover

Source

Nineteen whole shape cards are available. Every complete kit needs six cards. Make as many complete kits as possible and leave leftovers aside. How many complete kits and spare cards are there?

Title

A complete different project job

Unit

shape cards

Worked

Name 19 as the whole available collection and 6 shape cards as the required size of each complete pack. Take exactly 6 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 1 whole shape card aside. 6+6+6=18; 18+1=19. The requested number 3 names packs; 6 names members in one pack. A leftover group of fewer than 6 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.

Id

X06

Kind

group

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Twenty whole shape cards are available. Each complete kit needs six; make as many kits as possible and leave leftovers aside. How many complete kits and leftover cards are there?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

A complete-six kit organiser

Unit

shape cards

Worked

Name 20 as the whole available collection and 6 shape cards as the required size of each complete pack. Take exactly 6 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole shape cards aside. 6+6+6=18; 18+2=20. The requested number 3 names packs; 6 names members in one pack. A leftover group of fewer than 6 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.

X07

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

Leftover

Source

In a separately reset job, twelve whole story cards are shared equally between four pretend story makers. How many cards does each maker receive?

Title

A complete different project job

Unit

story cards

Worked

Name 12 as the whole collection and 4 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 3 complete rounds each recipient has 3 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 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.

Id

X07

Kind

group

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Twelve whole story cards are available. Each complete pack needs four. How many complete packs can be made? Separately reset the same twelve and share equally between four makers: how many cards per maker?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

Two instruction labels, one reusable collection

Unit

story cards

Worked

Name 12 as the whole available collection and 4 story cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 0 whole story cards aside. 4+4+4=12; The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

X08

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

repeat

Leftover

Source

Three pretend garden kits each need four whole garden-picture cards. How many cards are needed for all three kits?

Title

A complete different project job

Unit

garden-picture cards

Worked

There are 3 known kits with 4 garden-picture cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 garden-picture 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.

Id

X08

Kind

repeat

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Four pretend garden-picture kits each need four whole cards. How many cards are needed in all?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

A request for four whole kits

Unit

garden-picture cards

Worked

There are 4 known kits with 4 garden-picture cards in every kit. Build or draw each kit separately and count every member once. 4+4+4+4=16 garden-picture cards 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.

X09

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

group

Leftover

Source

Eighteen whole ticket marks are available. Every complete pack needs four marks. Make as many complete packs as possible and leave leftovers aside. How many complete packs and spare marks are there?

Title

A complete different project job

Unit

ticket marks

Worked

Name 18 as the whole available collection and 4 ticket marks as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 2 whole ticket marks aside. 4+4+4+4=16; 16+2=18. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

Id

X09

Kind

group

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Fifteen whole ticket marks are available. Each complete pack needs four; make as many complete packs as possible and leave leftovers aside. A helper calls the loose cards a fourth complete pack. What should the note say?

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

A plan-check note

Unit

ticket marks

Worked

Name 15 as the whole available collection and 4 ticket marks as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 3 whole ticket marks aside. 4+4+4=12; 12+3=15. The requested number 3 names packs; 4 names members in one pack. A leftover group of fewer than 4 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.

X10

A

Access

B

Day

Duration

Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine.

Expected

Extension

A

B

Expected

Instruction

Kind

Leftover

Source

Fifteen whole comic cards are shared equally between three pretend comic makers. How many cards belong with each?

Title

A complete different project job

Unit

comic cards

Worked

Name 15 as the whole collection and 3 as the known number of recipients. Deal one comic 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 comic cards; 0 whole comic 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=15. 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.

Id

X10

Kind

Leftover

Materials

Outcome

A reusable paper/material kit and a whole-source instruction label naming the useful quantity, any leftover and a check.

Review

Source

Eighteen whole comic cards are shared equally between three pretend comic makers. How many cards go to each? Make a guide someone can follow.

Status

Steps

Session 1: introduce the entire fictional job and agree what would make the outcome useful. Identify the given whole/recipients/pack size or equal-kit structure.

The child builds or directs their own model. Name each chosen member/place and retain a first drawing, dictated note or list without an adult solution preset.

After that attempt, inspect the exact task condition and introduce the separate worked possibility if wanted. Count/recombine all original members; do not add missing pieces or cut whole cards.

Compare the first and revised guide as two separate records. Describe the change and the support rather than giving a completion badge.

Title

A complete comic-share guide

Unit

comic cards

Worked

Scripts

Narr71

Worksheets

W01

Access

Day

Id

W01

Instructions

Introduce this whole ordinary source first. All six response areas are empty. Use speech/sign/AAC, marks, tactile/physical models or an exact scribe; attach the model/source if a box is too small. These six lesson headings differ from the optional helper’s seven headings and from each held four-prompt mat.

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Eight whole game cards belong to one pretend game. Share all eight equally between two players. How many cards does each player receive?

Source id

C01

Teacher use

Keep the first record before feedback. The adult model belongs in C01, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My game record

Values

[Genuinely empty own space]

W02

Access

Day

Id

W02

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Twelve whole plant sketch cards must be shared equally between three drawing kits. How many cards belong in each kit?

Source id

C03

Teacher use

Keep the first record before feedback. The adult model belongs in C03, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My same amount in every kit record

Values

[Genuinely empty own space]

W03

Access

Day

Id

W03

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Sixteen whole panel cards are shared equally between four pretend paper robots. How many panel cards does each robot receive?

Source id

C05

Teacher use

Keep the first record before feedback. The adult model belongs in C05, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My four places, one whole record

Values

[Genuinely empty own space]

W04

Access

Day

Id

W04

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Source id

C07

Teacher use

Keep the first record before feedback. The adult model belongs in C07, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My leftover record

Values

[Genuinely empty own space]

W05

Access

Day

Id

W05

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Twelve whole tool-picture cards are available. Each complete pretend repair kit needs three cards. How many complete kits can be made?

Source id

C09

Teacher use

Keep the first record before feedback. The adult model belongs in C09, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My what makes a complete pack? record

Values

[Genuinely empty own space]

W06

Access

Day

Id

W06

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Source id

C11

Teacher use

Keep the first record before feedback. The adult model belongs in C11, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My complete packs and loose cards record

Values

[Genuinely empty own space]

W07

Access

Day

Id

W07

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Twelve whole story cards are shared equally between three pretend story makers. How many cards does each story maker receive?

Source id

C13

Teacher use

Keep the first record before feedback. The adult model belongs in C13, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My which question are we answering? record

Values

[Genuinely empty own space]

W08

Access

Day

Id

W08

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Three pretend scene kits each need four whole scene cards. How many scene cards are needed for the three kits together?

Source id

C15

Teacher use

Keep the first record before feedback. The adult model belongs in C15, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My how many for all the kits? record

Values

[Genuinely empty own space]

W09

Access

Day

Id

W09

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Source id

C17

Teacher use

Keep the first record before feedback. The adult model belongs in C17, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My does that plan really work? record

Values

[Genuinely empty own space]

W10

Access

Day

Id

W10

Instructions

Labels

My job

What is known

What I need to find

My model

Answer and meaning

My check

Source

Fifteen whole character cards are shared equally between three pretend story makers. How many character cards should each maker receive? Make a label a helper can use.

Source id

C19

Teacher use

Keep the first record before feedback. The adult model belongs in C19, not in an own blank. No auto-marking or inferred practical demonstration.

Title

My make a kit guide someone can use record

Values

[Genuinely empty own space]