# Ten complete lesson plans and varied ordinary materials ### Contexts #### C01 ##### A 8 ##### B 2 ##### Day 71 ##### Expected 4 ##### Fiction true ##### Id C01 ##### Kind share ##### Leftover 0 ##### 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 9 ##### B 3 ##### Day 71 ##### Expected 3 ##### Fiction true ##### Id C02 ##### Kind share ##### Leftover 0 ##### 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 12 ##### B 3 ##### Day 72 ##### Expected 4 ##### Fiction true ##### Id C03 ##### Kind share ##### Leftover 0 ##### 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 10 ##### B 2 ##### Day 72 ##### Expected 5 ##### Fiction true ##### Id C04 ##### Kind share ##### Leftover 0 ##### 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 16 ##### B 4 ##### Day 73 ##### Expected 4 ##### Fiction true ##### Id C05 ##### Kind share ##### Leftover 0 ##### 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 12 ##### B 4 ##### Day 73 ##### Expected 3 ##### Fiction true ##### Id C06 ##### Kind share ##### Leftover 0 ##### 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 11 ##### B 3 ##### Day 74 ##### Expected 3 ##### Fiction true ##### Id C07 ##### Kind share ##### Leftover 2 ##### 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 Eleven whole sample cards are shared equally between three pretend sample trays. Give each tray as many whole cards as possible while keeping the shares equal. Leave any whole cards left over aside. How many go in each tray, and how many stay aside? ##### 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 14 ##### B 4 ##### Day 74 ##### Expected 3 ##### Fiction true ##### Id C08 ##### Kind share ##### Leftover 2 ##### 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 12 ##### B 3 ##### Day 75 ##### Expected 4 ##### Fiction true ##### Id C09 ##### Kind group ##### Leftover 0 ##### 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 10 ##### B 2 ##### Day 75 ##### Expected 5 ##### Fiction true ##### Id C10 ##### Kind group ##### Leftover 0 ##### 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 17 ##### B 4 ##### Day 76 ##### Expected 4 ##### Fiction true ##### Id C11 ##### Kind group ##### Leftover 1 ##### 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 Seventeen whole ferry cards are available for a pretend map game. Every complete bundle needs four cards. Make as many complete bundles as possible and leave any cards left over aside. How many complete bundles can be made, and how many cards stay aside? ##### 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 14 ##### B 3 ##### Day 76 ##### Expected 4 ##### Fiction true ##### Id C12 ##### Kind group ##### Leftover 2 ##### 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 12 ##### B 3 ##### Day 77 ##### Expected 4 ##### Fiction true ##### Id C13 ##### Kind share ##### Leftover 0 ##### 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 12 ##### B 3 ##### Day 77 ##### Expected 4 ##### Fiction true ##### Id C14 ##### Kind group ##### Leftover 0 ##### 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 3 ##### B 4 ##### Day 78 ##### Expected 12 ##### Fiction true ##### Id C15 ##### Kind repeat ##### Leftover 0 ##### 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 4 ##### B 3 ##### Day 78 ##### Expected 12 ##### Fiction true ##### Id C16 ##### Kind repeat ##### Leftover 0 ##### 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 12 ##### B 2 ##### Day 79 ##### Expected 6 ##### Fiction true ##### Id C17 ##### Kind share ##### Leftover 0 ##### 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 bookmark cards must be shared equally between two pretend makers. A supplied plan gives seven cards to one maker and five to the other. Does this plan make equal shares? How could the same twelve be shared equally? ##### Supplied plan 7 5 ##### 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 13 ##### B 4 ##### Day 79 ##### Expected 3 ##### Fiction true ##### Id C18 ##### Kind group ##### Leftover 1 ##### 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 3 ###### Loose cards 1 ###### Pack size 4 ##### 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 15 ##### B 3 ##### Day 80 ##### Expected 5 ##### Fiction true ##### Id C19 ##### Kind share ##### Leftover 0 ##### 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 19 ##### B 5 ##### Day 80 ##### Expected 3 ##### Fiction true ##### Id C20 ##### Kind group ##### Leftover 4 ##### 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 6 ##### 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 2 ##### 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 71 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 3 ##### 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 share ##### 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 8 ###### B 2 ###### Expected 4 ###### Kind share ###### Leftover 0 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 9 ##### 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 3 ##### 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 72 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 3 ##### 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 share ##### 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 12 ###### B 3 ###### Expected 4 ###### Kind share ###### Leftover 0 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 8 ##### 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 4 ##### 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 73 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 2 ##### 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 share ##### 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 12 ###### B 4 ###### Expected 3 ###### Kind share ###### Leftover 0 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 7 ##### 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 2 ##### 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 74 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 3 ##### 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 share ##### 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 10 ###### B 3 ###### Expected 3 ###### Kind share ###### Leftover 1 ###### 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 1 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 8 ##### 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 2 ##### 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 75 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 4 ##### 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 12 ###### B 3 ###### Expected 4 ###### Kind group ###### Leftover 0 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 10 ##### 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 3 ##### 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 76 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 3 ##### 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 13 ###### B 4 ###### Expected 3 ###### Kind group ###### Leftover 1 ###### 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 1 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 8 ##### 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 2 ##### 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 77 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 4 ##### 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 share ##### 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 8 ###### B 2 ###### Expected 4 ###### Kind group ###### Leftover 0 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 2 ##### 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 3 ##### 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 78 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 6 ##### 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 3 ###### B 2 ###### Expected 6 ###### Kind repeat ###### Leftover 0 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 10 ##### 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 2 ##### 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 79 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 5 ##### 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 share ##### 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 11 ###### B 3 ###### Expected 3 ###### Kind group ###### Leftover 2 ###### 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 0 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 14 ##### 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 4 ##### 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 80 ##### Duration About 5–8 minutes, unpiloted; one tiny job is enough. Stop or come back later. ##### Expected 3 ##### 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 12 ###### B 3 ###### Expected 4 ###### Kind share ###### Leftover 0 ###### 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 2 ##### 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 1. Read this complete source. Draw named places or use chosen safe large pieces; do not preset the answer. 2. Let the child make a first model in objects, marks, speech/sign/AAC or by directing your exact movement. Ask what the answer counts. 3. 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. 4. 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 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 71 ##### 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 6 ###### B 2 ###### Expected 3 ###### Id D71-R1 ###### Kind share ###### Leftover 0 ###### Purpose A label for each pretend player. ###### Response modes 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. ###### 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 12 ###### B 3 ###### Expected 4 ###### Id D71-R2 ###### Kind share ###### Leftover 0 ###### Purpose A label for each pretend player. ###### Response modes 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. ###### 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 10 ###### B 2 ###### Expected 5 ###### Id D71-R3 ###### Kind share ###### Leftover 0 ###### Purpose A label for each pretend player. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Eight whole game cards belong to one pretend game. Share all eight equally between two players. How many cards does each player receive? After the first chosen attempt, demonstrate: 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. Then introduce the complete different source Nine whole puppet cards are ready. Share them equally between three pretend puppet stations. How many cards go to each station? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Six new train-picture cards shared between two station kits; guided 3 each. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 5 ###### Minutes 22–25 ###### Name Make a usable outcome ###### Teacher Make a label for each pretend player. 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 eight flower-picture marks shared between two display places:4 each, check 4+4=8. 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title A game everyone can start #### 72 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 72 ##### 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 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 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 15 ###### B 3 ###### Expected 5 ###### Id D72-R1 ###### Kind share ###### Leftover 0 ###### Purpose A sharing instruction for the chosen job that a helper can follow. ###### Response modes 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. ###### 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 14 ###### B 2 ###### Expected 7 ###### Id D72-R2 ###### Kind share ###### Leftover 0 ###### Purpose A sharing instruction for the chosen job that a helper can follow. ###### Response modes 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. ###### 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 12 ###### B 3 ###### Expected 4 ###### Id D72-R3 ###### Kind share ###### Leftover 0 ###### Purpose A sharing instruction for the chosen job that a helper can follow. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Twelve whole plant sketch cards must be shared equally between three drawing kits. How many cards belong in each kit? After the first chosen attempt, demonstrate: 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. Then introduce the complete different source Ten whole map cards are shared equally between two pretend map-making teams. How many cards does each team get? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Nine new route-picture cards shared between three folders; guided 3 each. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title Same amount in every kit #### 73 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 73 ##### 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 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 four-place setup note. ##### Purpose Preserve equality and membership across four recipients. ##### Routes ###### D73-r1 ###### A 12 ###### B 4 ###### Expected 3 ###### Id D73-R1 ###### Kind share ###### Leftover 0 ###### Purpose A four-place setup note. ###### Response modes 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. ###### 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 20 ###### B 4 ###### Expected 5 ###### Id D73-R2 ###### Kind share ###### Leftover 0 ###### Purpose A four-place setup note. ###### Response modes 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. ###### 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 16 ###### B 4 ###### Expected 4 ###### Id D73-R3 ###### Kind share ###### Leftover 0 ###### Purpose A four-place setup note. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Sixteen whole panel cards are shared equally between four pretend paper robots. How many panel cards does each robot receive? After the first chosen attempt, demonstrate: Name 16 as the whole collection and 4 as the known number of recipients. Deal one panel card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 panel cards; 0 whole panel cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4 + 4 + 4=16. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job. Then introduce the complete different source Twelve whole sound-word cards must be shared equally between four display places. The words may stay silent. How many cards go in each place? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Twenty new poster-picture cards shared equally between four display kits; guided 5 each. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title Four places, one whole #### 74 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 74 ##### 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 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 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 10 ###### B 3 ###### Expected 3 ###### Id D74-R1 ###### Kind share ###### Leftover 1 ###### Purpose An equal-share note with a separate spare line. ###### Response modes 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. ###### 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 13 ###### B 4 ###### Expected 3 ###### Id D74-R2 ###### Kind share ###### Leftover 1 ###### Purpose An equal-share note with a separate spare line. ###### Response modes 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. ###### 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 17 ###### B 3 ###### Expected 5 ###### Id D74-R3 ###### Kind share ###### Leftover 2 ###### Purpose An equal-share note with a separate spare line. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Eleven whole sample cards are shared equally between three pretend sample trays. Give each tray as many whole cards as possible while keeping the shares equal. Leave any whole cards left over aside. How many go in each tray, and how many stay aside? After the first chosen attempt, demonstrate: 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. Then introduce the complete different 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? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Thirteen new pattern cards shared equally between three kits, whole pieces with leftovers aside; guided 4 each/1 aside. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title A leftover is information #### 75 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 75 ##### 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 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 complete-pack count label. ##### Purpose Use a fixed pack size to find the number of complete packs. ##### Routes ###### D75-r1 ###### A 8 ###### B 2 ###### Expected 4 ###### Id D75-R1 ###### Kind group ###### Leftover 0 ###### Purpose A complete-pack count label. ###### Response modes 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. ###### 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 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. ###### Title Make pretend pair packs ###### Unit sock-picture cards ###### D75-r2 ###### A 15 ###### B 3 ###### Expected 5 ###### Id D75-R2 ###### Kind group ###### Leftover 0 ###### Purpose A complete-pack count label. ###### Response modes 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. ###### 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 12 ###### B 4 ###### Expected 3 ###### Id D75-R3 ###### Kind group ###### Leftover 0 ###### Purpose A complete-pack count label. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Twelve whole tool-picture cards are available. Each complete pretend repair kit needs three cards. How many complete kits can be made? After the first chosen attempt, demonstrate: 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. Then introduce the complete different source Ten whole label cards are available. Each complete pack must contain two cards. How many complete packs can be made? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Twelve new mirror-picture cards, three per complete kit; guided 4 kits. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title What makes a complete pack? #### 76 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 76 ##### 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 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 two-part packing label. ##### Purpose Find whole complete packs and keep smaller leftover collections separately named. ##### Routes ###### D76-r1 ###### A 11 ###### B 3 ###### Expected 3 ###### Id D76-R1 ###### Kind group ###### Leftover 2 ###### Purpose A two-part packing label. ###### Response modes 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. ###### 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 19 ###### B 4 ###### Expected 4 ###### Id D76-R2 ###### Kind group ###### Leftover 3 ###### Purpose A two-part packing label. ###### Response modes 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. ###### 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 17 ###### B 5 ###### Expected 3 ###### Id D76-R3 ###### Kind group ###### Leftover 2 ###### Purpose A two-part packing label. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Seventeen whole ferry cards are available for a pretend map game. Every complete bundle needs four cards. Make as many complete bundles as possible and leave any cards left over aside. How many complete bundles can be made, and how many cards stay aside? After the first chosen attempt, demonstrate: 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. Then introduce the complete different 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? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Fourteen new shelf-label marks, four per complete bundle; guided 3 bundles/2 loose. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title Complete packs and loose cards #### 77 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 77 ##### 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 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 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 12 ###### B 3 ###### Expected 4 ###### Id D77-R1 ###### Kind share ###### Leftover 0 ###### Purpose Two different labels for two different jobs. ###### Response modes 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. ###### 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 12 ###### B 3 ###### Expected 4 ###### Id D77-R2 ###### Kind group ###### Leftover 0 ###### Purpose Two different labels for two different jobs. ###### Response modes 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. ###### 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 3 ###### B 4 ###### Expected 12 ###### Id D77-R3 ###### Kind repeat ###### Leftover 0 ###### Purpose Two different labels for two different jobs. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Twelve whole story cards are shared equally between three pretend story makers. How many cards does each story maker receive? After the first chosen attempt, demonstrate: Name 12 as the whole collection and 3 as the known number of recipients. Deal one story card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 story cards; 0 whole story cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4 + 4=12. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job. Then introduce the complete different source Twelve whole story cards are available. Each complete story pack needs three cards. How many complete packs can be made? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Eight new display cards: share among two display makers gives 4 each; in a separately reset job pack two per set gives 4 sets. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title Which question are we answering? #### 78 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 78 ##### 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 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 whole-kit request note. ##### Purpose Build a whole from a known number of equal kits and known amount in each. ##### Routes ###### D78-r1 ###### A 3 ###### B 5 ###### Expected 15 ###### Id D78-R1 ###### Kind repeat ###### Leftover 0 ###### Purpose A whole-kit request note. ###### Response modes 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. ###### 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 2 ###### B 6 ###### Expected 12 ###### Id D78-R2 ###### Kind repeat ###### Leftover 0 ###### Purpose A whole-kit request note. ###### Response modes 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. ###### 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 4 ###### B 4 ###### Expected 16 ###### Id D78-R3 ###### Kind repeat ###### Leftover 0 ###### Purpose A whole-kit request note. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Three pretend scene kits each need four whole scene cards. How many scene cards are needed for the three kits together? After the first chosen attempt, demonstrate: There are 3 known kits with 4 scene cards in every kit. Build or draw each kit separately and count every member once. 4+4+4=12 scene cards in all. The numbers 3 and 4 name different quantities, so adding them as two loose parts would not represent the kits. Check each of the 3 kits still contains 4; then recount or use another taught equal-group method. A multiplication symbol is optional adult shorthand, not a prerequisite or a demand for times-table recall. Then introduce the complete different source Four pretend route kits each need three whole route cards. How many route cards are needed in all? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Three new photo-free theatre kits with two panel cards in each; guided 6 cards in all. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title How many for all the kits? #### 79 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 79 ##### 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 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 kind, evidence-based repair note. ##### Purpose Inspect equality, completeness and conservation instead of accepting a confident label. ##### Routes ###### D79-r1 ###### A 10 ###### B 2 ###### Expected 5 ###### Id D79-R1 ###### Kind share ###### Leftover 0 ###### Purpose A kind, evidence-based repair note. ###### Response modes 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. ###### 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 16 ###### B 3 ###### Expected 5 ###### Id D79-R2 ###### Kind group ###### Leftover 1 ###### Purpose A kind, evidence-based repair note. ###### Response modes 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. ###### 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 3 ###### B 4 ###### Expected 12 ###### Id D79-R3 ###### Kind repeat ###### Leftover 0 ###### Purpose A kind, evidence-based repair note. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher Twelve whole bookmark cards must be shared equally between two pretend makers. A supplied plan gives seven cards to one maker and five to the other. Does this plan make equal shares? How could the same twelve be shared equally? After the first chosen attempt, demonstrate: 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. Then introduce the complete different 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? Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Ten new drawing marks shared between two makers, supplied 7/3 plan; guided 5/5 repair. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title Does that plan really work? #### 80 ##### 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. ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [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 80 ##### 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 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 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 18 ###### B 3 ###### Expected 6 ###### Id D80-R1 ###### Kind share ###### Leftover 0 ###### Purpose A tiny practical guide with whole source, model, useful answer and check. ###### Response modes 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. ###### 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 20 ###### B 6 ###### Expected 3 ###### Id D80-R2 ###### Kind group ###### Leftover 2 ###### Purpose A tiny practical guide with whole source, model, useful answer and check. ###### Response modes 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. ###### 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 4 ###### B 3 ###### Expected 12 ###### Id D80-R3 ###### Kind repeat ###### Leftover 0 ###### Purpose A tiny practical guide with whole source, model, useful answer and check. ###### Response modes 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. ###### 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 ###### Teacher 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. ###### 2 ###### Minutes 3–9 ###### Name Teach a whole different example ###### Teacher 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. After the first chosen attempt, demonstrate: 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. Then introduce the complete different 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. Discuss the change in purpose/quantities rather than presenting a shortcut answer. ###### 3 ###### Minutes 9–15 ###### Name Try a new source together ###### Teacher Sixteen new museum-picture cards, four per complete display kit; guided 4 kits; contrast a separate share 16 among 4 with 4 cards each. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names. ###### 4 ###### Minutes 15–22 ###### Name Choose a practical route ###### Teacher Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint. ###### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Title Make a kit guide someone can use ### Projects #### X01 ##### A 12 ##### 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 2 ##### Day 71 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 6 ##### Extension ###### A 10 ###### B 2 ###### Expected 5 ###### 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 share ###### Leftover 0 ###### 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 share ##### Leftover 0 ##### 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. ##### 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 15 ##### 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 3 ##### Day 72 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 5 ##### Extension ###### A 12 ###### B 3 ###### Expected 4 ###### 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 share ###### Leftover 0 ###### 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 share ##### Leftover 0 ##### 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. ##### 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 Fifteen whole map marks go equally between three pretend map folders. How many go in each? ##### Status Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 20 ##### 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 4 ##### Day 73 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 5 ##### Extension ###### A 16 ###### B 4 ###### Expected 4 ###### 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 share ###### Leftover 0 ###### 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 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. ##### Id X03 ##### Kind share ##### Leftover 0 ##### 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. ##### 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 Twenty whole panel cards go equally between four pretend theatre kits. How many go in each? ##### Status Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 17 ##### 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 4 ##### Day 74 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 4 ##### Extension ###### A 19 ###### B 4 ###### Expected 4 ###### 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 share ###### Leftover 3 ###### 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 share ##### Leftover 1 ##### 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. ##### 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 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 18 ##### 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 3 ##### Day 75 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 6 ##### Extension ###### A 15 ###### B 3 ###### Expected 5 ###### 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 group ###### Leftover 0 ###### 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 0 ##### 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. ##### 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 Eighteen whole route cards are available. Each complete set needs three. How many complete sets can be made? ##### Status Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 20 ##### 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 6 ##### Day 76 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 3 ##### Extension ###### A 19 ###### B 6 ###### Expected 3 ###### 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 group ###### Leftover 1 ###### 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 2 ##### 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. ##### 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 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 12 ##### 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 4 ##### Day 77 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 3 ##### Extension ###### A 12 ###### B 4 ###### Expected 3 ###### 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 share ###### Leftover 0 ###### 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 0 ##### 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. ##### 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 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 4 ##### 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 4 ##### Day 78 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 16 ##### Extension ###### A 3 ###### B 4 ###### Expected 12 ###### 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 repeat ###### Leftover 0 ###### 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 0 ##### 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. ##### 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 Four pretend garden-picture kits each need four whole cards. How many cards are needed in all? ##### Status Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 15 ##### 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 4 ##### Day 79 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 3 ##### Extension ###### A 18 ###### B 4 ###### Expected 4 ###### 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 group ###### Leftover 2 ###### 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 3 ##### 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. ##### 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 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 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 18 ##### 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 3 ##### Day 80 ##### Duration Two optional 10–15 minute sessions, unpiloted; one session or a smaller separate job is fine. ##### Expected 6 ##### Extension ###### A 15 ###### B 3 ###### Expected 5 ###### 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 share ###### Leftover 0 ###### 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 share ##### Leftover 0 ##### 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. ##### 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 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 Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### 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 A complete comic-share guide ##### Unit comic cards ##### Worked 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. ### Scripts #### Narr71 ##### Day 71 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR71 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C01 ##### Title Read aloud: A game everyone can start ##### Transcript Give one to each place. Keep going in fair rounds. What belongs with each player? Here is the complete pretend job. Eight whole game cards belong to one pretend game. Share all eight equally between two players. How many cards does each player receive? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr72 ##### Day 72 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR72 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C03 ##### Title Read aloud: Same amount in every kit ##### Transcript Three kits. Same amount in each. Show where every card goes. Here is the complete pretend job. Twelve whole plant sketch cards must be shared equally between three drawing kits. How many cards belong in each kit? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr73 ##### Day 73 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR73 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C05 ##### Title Read aloud: Four places, one whole ##### Transcript Four places, one collection. Can each place get the same amount? Here is the complete pretend job. Sixteen whole panel cards are shared equally between four pretend paper robots. How many panel cards does each robot receive? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr74 ##### Day 74 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR74 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C07 ##### Title Read aloud: A leftover is information ##### Transcript Same shares. Whole cards. Keep the spare where we can see it. Here is the complete pretend job. Eleven whole sample cards are shared equally between three pretend sample trays. Give each tray as many whole cards as possible while keeping the shares equal. Leave any whole cards left over aside. How many go in each tray, and how many stay aside? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr75 ##### Day 75 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR75 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C09 ##### Title Read aloud: What makes a complete pack? ##### Transcript This pack needs a set number. Make it complete before you start the next. Here is the complete pretend job. Twelve whole tool-picture cards are available. Each complete pretend repair kit needs three cards. How many complete kits can be made? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr76 ##### Day 76 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR76 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C11 ##### Title Read aloud: Complete packs and loose cards ##### Transcript Count the complete packs. Name the loose cards separately. Here is the complete pretend job. Seventeen whole ferry cards are available for a pretend map game. Every complete bundle needs four cards. Make as many complete bundles as possible and leave any cards left over aside. How many complete bundles can be made, and how many cards stay aside? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr77 ##### Day 77 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR77 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C13 ##### Title Read aloud: Which question are we answering? ##### Transcript Same collection. Different job. What does your answer count? Here is the complete pretend job. Twelve whole story cards are shared equally between three pretend story makers. How many cards does each story maker receive? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr78 ##### Day 78 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR78 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C15 ##### Title Read aloud: How many for all the kits? ##### Transcript Each kit needs the same amount. What do all the kits need together? Here is the complete pretend job. Three pretend scene kits each need four whole scene cards. How many scene cards are needed for the three kits together? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr79 ##### Day 79 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR79 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C17 ##### Title Read aloud: Does that plan really work? ##### Transcript Check the plan. Show what works, then fix what needs changing. Here is the complete pretend job. Twelve whole bookmark cards must be shared equally between two pretend makers. A supplied plan gives seven cards to one maker and five to the other. Does this plan make equal shares? How could the same twelve be shared equally? You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. #### Narr80 ##### Day 80 ##### Delivery Written transcript only. Any later recording needs this whole text, optional Australian English voice, pause/replay/no autoplay/no music/no child recording, and separate listening review. This script does not claim recorded narration. ##### Id NARR80 ##### Rights Original text© Neuro Forge IO Pty Ltd 2026 CC BY 4.0; provider notices separate. ##### Source id C19 ##### Title Read aloud: Make a kit guide someone can use ##### Transcript Pick a job. Make a plan. Give it a label someone can use. Here is the complete pretend job. 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. You can use objects, a drawing, words, signing or a helper who follows your choices. Take your time. What is known? What do you need to find? Show your first idea. We can keep it, then check the whole collection and the job rule together. Any cards left aside are still part of the collection. You can pause or finish for now. ### Worksheets #### W01 ##### 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. ##### Day 71 ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W02 ##### 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. ##### Day 72 ##### Id W02 ##### 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 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W03 ##### 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. ##### Day 73 ##### Id W03 ##### 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 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W04 ##### 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. ##### Day 74 ##### Id W04 ##### 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 Eleven whole sample cards are shared equally between three pretend sample trays. Give each tray as many whole cards as possible while keeping the shares equal. Leave any whole cards left over aside. How many go in each tray, and how many stay aside? ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W05 ##### 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. ##### Day 75 ##### Id W05 ##### 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 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W06 ##### 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. ##### Day 76 ##### Id W06 ##### 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 Seventeen whole ferry cards are available for a pretend map game. Every complete bundle needs four cards. Make as many complete bundles as possible and leave any cards left over aside. How many complete bundles can be made, and how many cards stay aside? ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W07 ##### 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. ##### Day 77 ##### Id W07 ##### 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 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W08 ##### 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. ##### Day 78 ##### Id W08 ##### 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 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W09 ##### 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. ##### Day 79 ##### Id W09 ##### 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 Twelve whole bookmark cards must be shared equally between two pretend makers. A supplied plan gives seven cards to one maker and five to the other. Does this plan make equal shares? How could the same twelve be shared equally? ##### 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] #### W10 ##### 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. ##### Day 80 ##### Id W10 ##### 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 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] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space] [Genuinely empty own space]