[{"day":61,"title":"Make a map someone can read","focus":"Positions in a labelled two-dimensional paper scene","codes":["AC9M2SP02"],"purpose":"Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.","entry":"Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","first_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","full_teacher_model":"The successive marker cells are A4, B4, C4, D4, D3, D2, D1. The supplied route ends at D1. It makes 6 one-cell moves; its 7 recorded positions include the initial position. It is legal inside this supplied grid.","guided_source":"Fictional paper scene: New story-desk map. The grid has 3 columns, labelled A to C left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. story card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","guided_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","guided_staff_possibility":"The successive marker cells are A3, B3, C3, C2, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D61-R1","title":"Game-table delivery","source":"Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are A4, B4, C4, D4, D3, D2, D1. The supplied route ends at D1. It makes 6 one-cell moves; its 7 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D61-R2","title":"Puppet reading camp","source":"Fictional paper scene: Puppet reading camp. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at D3. story box is at B4; puppet shelf is at C2. Every cell inside the grid is open. The supplied instruction is 2 cells down, then 3 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are A1, A2, A3, B3, C3, D3. The supplied route ends at D3. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D61-R3","title":"Bookmark-post grid","source":"Fictional paper scene: Bookmark-post grid. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A2; the target is at C3. reader card is at B1; note card is at D4. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are A2, B2, C2, C3. The supplied route ends at C3. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Confuses a feature name with its cell, or changes the row direction. Re-read the exact labels, place the marker once and distinguish the supplied paper scene from a real place.","review":"Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":62,"title":"Follow the whole instruction","focus":"Ordered one-cell directions and endpoint versus move count","codes":["AC9M2SP02"],"purpose":"Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.","entry":"Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional paper scene: Art label station. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at E2. brush card is at A1; display card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","first_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","full_teacher_model":"The successive marker cells are B4, C4, D4, E4, E3, E2. The supplied route ends at E2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","guided_source":"Fictional paper scene: New puppet-grid route. The grid has 4 columns, labelled A to D left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D1; the target is at B3. puppet card is at A2. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","guided_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","guided_staff_possibility":"The successive marker cells are D1, C1, B1, B2, B3. The supplied route ends at B3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D62-R1","title":"Art label station","source":"Fictional paper scene: Art label station. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at E2. brush card is at A1; display card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are B4, C4, D4, E4, E3, E2. The supplied route ends at E2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D62-R2","title":"Treasure-message game","source":"Fictional paper scene: Treasure-message game. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C5; the target is at A2. hint card is at D1; message card is at B3. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are C5, B5, A5, A4, A3, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D62-R3","title":"Costume-card delivery","source":"Fictional paper scene: Costume-card delivery. The grid has 3 columns, labelled A to C left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C5; the target is at A2. colour-word card is at B4; scene card is at A5. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 2 cells left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are C5, C4, C3, C2, B2, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Counts visited positions as moves or changes the instruction order. Keep the initial position, then record one new neighbouring position per stated move.","review":"Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":63,"title":"Give a route that works","focus":"Create and compare complete legal paths","codes":["AC9M2SP02"],"purpose":"Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.","entry":"Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional paper scene: Two routes to a reading corner. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at C3. title card is at D4; bookmark card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","first_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","full_teacher_model":"The successive marker cells are A1, B1, C1, C2, C3. The supplied route ends at C3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","guided_source":"Fictional paper scene: New art-map route choice. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B1; the target is at D4. art card is at A3. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 3 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","guided_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","guided_staff_possibility":"The successive marker cells are B1, C1, D1, D2, D3, D4. The supplied route ends at D4. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D63-R1","title":"Two routes to a reading corner","source":"Fictional paper scene: Two routes to a reading corner. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at C3. title card is at D4; bookmark card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are A1, B1, C1, C2, C3. The supplied route ends at C3. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D63-R2","title":"Garden-guide desk","source":"Fictional paper scene: Garden-guide desk. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D1; the target is at B4. drawing card is at E5; plant-name card is at A2. Every cell inside the grid is open. The supplied instruction is 2 cells left, then 3 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are D1, C1, B1, B2, B3, B4. The supplied route ends at B4. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D63-R3","title":"Picture-caption path","source":"Fictional paper scene: Picture-caption path. The grid has 5 columns, labelled A to E left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at E1; the target is at B3. picture card is at C4; caption card is at A2. Every cell inside the grid is open. The supplied instruction is 3 cells left, then 2 cells down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are E1, D1, C1, B1, B2, B3. The supplied route ends at B3. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Gives only an endpoint or omits step amounts. A different complete safe route is valid; a shortest route is not required.","review":"Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":64,"title":"A route must fit its map","focus":"Check closed cells and repair a supplied route","codes":["AC9M2SP02"],"purpose":"Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.","entry":"Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","first_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","full_teacher_model":"The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.","guided_source":"Fictional paper scene: New blocked-card route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. guide card is at D4. The closed cells are B3: neither enter nor pass through them. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","guided_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","guided_staff_possibility":"The successive marker cells are A3, A2, A1, B1, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D64-R1","title":"Repair the game route","source":"Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D64-R2","title":"Museum model with a closed square","source":"Fictional paper scene: Museum model with a closed square. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at D2. sketch card is at B1; label card is at E3. The closed cells are D4: neither enter nor pass through them. The supplied instruction is 1 cell right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are C4, D4, D3, D2. The supplied route ends at D2. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is up 2 cells through C3 to C2, then right 1 cell to D2. The endpoint is unchanged; the path avoids D4.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D64-R3","title":"Closed-space sign plan","source":"Fictional paper scene: Closed-space sign plan. The grid has 4 columns, labelled A to D left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D2. spare sign is at B1; title card is at C5. The closed cells are B4: neither enter nor pass through them. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are A4, B4, C4, D4, D3, D2. The supplied route ends at D2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. A safe repair is up 2 cells A4→A3→A2, then right 3 cells through B2/C2 to D2.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Reaches the target through a closed cell and calls the whole path legal. Trace every position, not just the final one.","review":"Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":65,"title":"Keep a useful map guide","focus":"Independent own guide and component teaching decision","codes":["AC9M2SP02"],"purpose":"Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.","entry":"Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional paper scene: Story-guide delivery. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at B1. front-cover card is at A2; story-title card is at B3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 1 cell left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","first_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","full_teacher_model":"The successive marker cells are C4, C3, C2, C1, B1. The supplied route ends at B1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","guided_source":"Fictional paper scene: New fold-free map guide. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at C2. name card is at B1. Every cell inside the grid is open. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","guided_invitation":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","guided_staff_possibility":"The successive marker cells are A4, A3, A2, B2, C2. The supplied route ends at C2. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D65-R1","title":"Story-guide delivery","source":"Fictional paper scene: Story-guide delivery. The grid has 3 columns, labelled A to C left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at B1. front-cover card is at A2; story-title card is at B3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 1 cell left. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are C4, C3, C2, C1, B1. The supplied route ends at B1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D65-R2","title":"Quiet stage-map guide","source":"Fictional paper scene: Quiet stage-map guide. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at D4; the target is at A2. actor-name card is at B1; scene-name card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells left, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are D4, C4, B4, A4, A3, A2. The supplied route ends at A2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D65-R3","title":"Guide for a tiny familiarised paper scene","source":"Fictional paper scene: Guide for a tiny familiarised paper scene. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B4; the target is at D1. paper-room card is at A2; choice card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.","purpose":"Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.","moves":["Receive a first idea with no supplied solution.","Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"The successive marker cells are B4, B3, B2, B1, C1, D1. The supplied route ends at D1. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It is legal inside this supplied grid.","different_try":"Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Calls copied teacher directions an independent own guide. Receive the chosen guide first and note access support versus mathematical hints.","review":"Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.","held_offer":"A-first or B-first after actual teaching and before staff models; later partners require a genuine recorded teaching interval.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":66,"title":"Three digits, three place values","focus":"Represent and order three-digit quantities, including zeros","codes":["AC9M2N01","AC9M2N02"],"purpose":"Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.","entry":"Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional quantity card set: Mini-zine label orders. first card states 214 labels; second card states 241 labels; third card states 412 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","first_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","full_teacher_model":"214 = 2 hundreds + 1 tens + 4 ones = 200 + 10 + 4. 241 = 2 hundreds + 4 tens + 1 ones = 200 + 40 + 1. 412 = 4 hundreds + 1 tens + 2 ones = 400 + 10 + 2. Ascending order is 214, 241, 412. Compare the first differing place from the highest place, rather than the last digit alone.","guided_source":"Fictional quantity card set: New model-label counts. first card states 205 labels; second card states 250 labels; third card states 502 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","guided_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","guided_staff_possibility":"205 = 2 hundreds + 0 tens + 5 ones = 200 + 0 + 5. 250 = 2 hundreds + 5 tens + 0 ones = 200 + 50 + 0. 502 = 5 hundreds + 0 tens + 2 ones = 500 + 0 + 2. Ascending order is 205, 250, 502. Compare the first differing place from the highest place, rather than the last digit alone.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D66-R1","title":"Mini-zine label orders","source":"Fictional quantity card set: Mini-zine label orders. first card states 214 labels; second card states 241 labels; third card states 412 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"214 = 2 hundreds + 1 tens + 4 ones = 200 + 10 + 4. 241 = 2 hundreds + 4 tens + 1 ones = 200 + 40 + 1. 412 = 4 hundreds + 1 tens + 2 ones = 400 + 10 + 2. Ascending order is 214, 241, 412. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D66-R2","title":"Zero on the archive cards","source":"Fictional quantity card set: Zero on the archive cards. first card states 304 labels; second card states 340 labels; third card states 403 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4. 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0. 403 = 4 hundreds + 0 tens + 3 ones = 400 + 0 + 3. Ascending order is 304, 340, 403. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D66-R3","title":"Badge-guide quantities","source":"Fictional quantity card set: Badge-guide quantities. first card states 108 labels; second card states 180 labels; third card states 810 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"108 = 1 hundreds + 0 tens + 8 ones = 100 + 0 + 8. 180 = 1 hundreds + 8 tens + 0 ones = 100 + 80 + 0. 810 = 8 hundreds + 1 tens + 0 ones = 800 + 10 + 0. Ascending order is 108, 180, 810. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Reads digits as independent counts or ignores a zero placeholder. Label hundreds/tens/ones and rebuild their whole value.","review":"Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":67,"title":"Put quantities on a line","focus":"Neighbouring quantities and a declared 1000 boundary","codes":["AC9M2N01"],"purpose":"Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.","entry":"Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional quantity card set: Label counts around four hundred. first card states 390 labels; second card states 400 labels; third card states 410 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. An extra number-line guide states 390,400,410,420 in this order, with equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.","first_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","full_teacher_model":"390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 400 = 4 hundreds + 0 tens + 0 ones = 400 + 0 + 0. 410 = 4 hundreds + 1 tens + 0 ones = 400 + 10 + 0. Ascending order is 390, 400, 410. Compare the first differing place from the highest place, rather than the last digit alone. Use a number-line guide with four equally spaced ticks labelled 390, 400, 410, 420 from left to right. The four ticks bound three equal ten-label intervals. Place the 390 card at the first tick, 400 at the second and 410 at the third; 420 is the final supplied scale label, not a fourth quantity card. One interval right adds ten labels and one interval left removes ten. The positions and equal intervals explain the same ordering; counting the tick labels is not counting the intervals.","guided_source":"Fictional quantity card set: New line-label counts. first card states 890 labels; second card states 900 labels; third card states 910 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Equal ten-label ticks 880,890,900,910 are supplied. Then separately compare 999 with 1000 using 10 hundreds. The task is to represent, compare or order these stated quantities and give a checking reason.","guided_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","guided_staff_possibility":"890 = 8 hundreds + 9 tens + 0 ones = 800 + 90 + 0. 900 = 9 hundreds + 0 tens + 0 ones = 900 + 0 + 0. 910 = 9 hundreds + 1 tens + 0 ones = 900 + 10 + 0. Ascending order is 890, 900, 910. Compare the first differing place from the highest place, rather than the last digit alone. Use the supplied four equally spaced ticks labelled 880, 890, 900, 910. They bound three equal ten-label intervals. The 890 card belongs at the second tick, 900 at the third and 910 at the fourth; 880 is a scale label. Moving one interval changes the count by ten labels. Count intervals separately from ticks. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D67-R1","title":"Label counts around four hundred","source":"Fictional quantity card set: Label counts around four hundred. first card states 390 labels; second card states 400 labels; third card states 410 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. An extra number-line guide states 390,400,410,420 in this order, with equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"390 = 3 hundreds + 9 tens + 0 ones = 300 + 90 + 0. 400 = 4 hundreds + 0 tens + 0 ones = 400 + 0 + 0. 410 = 4 hundreds + 1 tens + 0 ones = 400 + 10 + 0. Ascending order is 390, 400, 410. Compare the first differing place from the highest place, rather than the last digit alone. Use a number-line guide with four equally spaced ticks labelled 390, 400, 410, 420 from left to right. The four ticks bound three equal ten-label intervals. Place the 390 card at the first tick, 400 at the second and 410 at the third; 420 is the final supplied scale label, not a fourth quantity card. One interval right adds ten labels and one interval left removes ten. The positions and equal intervals explain the same ordering; counting the tick labels is not counting the intervals.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D67-R2","title":"Just before one thousand","source":"Fictional quantity card set: Just before one thousand. first card states 998 labels; second card states 999 labels; third card states 1000 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Ten hundreds represent 1000. Its numeral has four digits; it is the taught boundary, not a three-digit quantity. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"998 = 9 hundreds + 9 tens + 8 ones = 900 + 90 + 8. 999 = 9 hundreds + 9 tens + 9 ones = 900 + 90 + 9. 1000 = 10 hundreds + 0 tens + 0 ones = 1000 + 0 + 0. Ascending order is 998, 999, 1000. Compare the first differing place from the highest place, rather than the last digit alone. On separate teacher paper, place 998, 999, 1000 in order at three equally spaced one-label ticks. There are two one-label intervals. The jump from 999 to 1000 crosses the named boundary, even though the final numeral has four digits. For the separate 999-to-1000 boundary, show 999 as 9 hundreds, 9 tens and 9 ones. Add 1 one: 9 hundreds, 9 tens and 10 ones. Manually exchange 10 ones for 1 ten: 9 hundreds, 10 tens and 0 ones. Manually exchange 10 tens for 1 hundred: 10 hundreds, 0 tens and 0 ones = 1000. Ten hundreds have the value of 1 thousand. The quantity increases only when the extra one is added; each exchange preserves the resulting whole. Use chosen 100/10/1 cards or paper bundles; no automatic exchange is required.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D67-R3","title":"Counts around six hundred","source":"Fictional quantity card set: Counts around six hundred. first card states 590 labels; second card states 600 labels; third card states 610 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied number-line ticks 590,600,610,620 are equal ten-label intervals. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"590 = 5 hundreds + 9 tens + 0 ones = 500 + 90 + 0. 600 = 6 hundreds + 0 tens + 0 ones = 600 + 0 + 0. 610 = 6 hundreds + 1 tens + 0 ones = 600 + 10 + 0. Ascending order is 590, 600, 610. Compare the first differing place from the highest place, rather than the last digit alone. Use the supplied four equally spaced ticks labelled 590, 600, 610, 620. They bound three equal ten-label intervals. Place 590 at the first tick, 600 at the second and 610 at the third; 620 completes the scale. Moving one interval changes the count by ten labels, so positions and equal spacing support the comparison.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Ranks quantities from the last digit or counts included number-line labels instead of equal intervals. Name the full numerals and each supplied interval.","review":"Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":68,"title":"Repack the same quantity","focus":"Standard/non-standard groups preserve the total","codes":["AC9M2N01","AC9M2N02"],"purpose":"Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.","entry":"Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional quantity card set: One whole, two bundle descriptions. first card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds,10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.","first_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","full_teacher_model":"507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges.","guided_source":"Fictional quantity card set: New same-quantity bundles. first card states 504 labels; second card states 540 labels; third card states 405 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The alternative 4 hundreds,10 tens,4 ones has the same total as 504. The task is to represent, compare or order these stated quantities and give a checking reason.","guided_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","guided_staff_possibility":"504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. 540 = 5 hundreds + 4 tens + 0 ones = 500 + 40 + 0. 405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. Ascending order is 405, 504, 540. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 504 = 4 hundreds + 10 tens + 4 ones = 400 + 100 + 4. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 4 ones. This gives the standard 5 hundreds, 0 tens and 4 ones. Both descriptions have the whole value 504; zero tens is a named place, not a missing unit.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D68-R1","title":"One whole, two bundle descriptions","source":"Fictional quantity card set: One whole, two bundle descriptions. first card states 507 labels; second card states 470 labels; third card states 570 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 507 is 4 hundreds,10 tens and 7 ones. Ten tens have the same value as one hundred. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0. Ascending order is 470, 507, 570. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 507 = 4 hundreds + 10 tens + 7 ones = 400 + 100 + 7. Exchange ten tens for one hundred: 4 hundreds and 10 tens become 5 hundreds and 0 tens; keep all 7 ones. This gives the standard 5 hundreds, 0 tens and 7 ones. Both descriptions have the whole value 507. A regrouping changes named bundles, not the quantity; let the learner move chosen tokens or direct paper exchanges.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D68-R2","title":"Repack without changing the whole","source":"Fictional quantity card set: Repack without changing the whole. first card states 632 labels; second card states 623 labels; third card states 362 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A separate supplied model for 632 is 5 hundreds,13 tens and 2 ones. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"632 = 6 hundreds + 3 tens + 2 ones = 600 + 30 + 2. 623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3. 362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2. Ascending order is 362, 623, 632. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 632 = 5 hundreds + 13 tens + 2 ones = 500 + 130 + 2. Exchange ten tens for one hundred: 5 hundreds and 13 tens become 6 hundreds and 3 tens; keep both ones. This gives the standard 6 hundreds, 3 tens and 2 ones. Both descriptions have the whole value 632. The three unexchanged tens must remain; do not discard their value.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D68-R3","title":"Another bundle identity","source":"Fictional quantity card set: Another bundle identity. first card states 408 labels; second card states 480 labels; third card states 804 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. The supplied model 3 hundreds,10 tens,8 ones represents 408. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8. 480 = 4 hundreds + 8 tens + 0 ones = 400 + 80 + 0. 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. Ascending order is 408, 480, 804. Compare the first differing place from the highest place, rather than the last digit alone. The supplied alternative is 408 = 3 hundreds + 10 tens + 8 ones = 300 + 100 + 8. Exchange ten tens for one hundred: 3 hundreds and 10 tens become 4 hundreds and 0 tens; keep all 8 ones. This gives the standard 4 hundreds, 0 tens and 8 ones. Both descriptions have the whole value 408. Keep the zero-ten label and verify every represented unit.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Renames a hundred as one ten or loses ten units during an exchange. Show 10 tens=100 and keep both full descriptions.","review":"Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":69,"title":"Check the comparison reason","focus":"Highest differing place and valid comparison evidence","codes":["AC9M2N01","AC9M2N02"],"purpose":"Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.","entry":"Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional quantity card set: Which place has the six?. first card states 460 labels; second card states 406 labels; third card states 604 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 406 is more than 460 because the last digit 6 is larger than 0. Decide whether that reason supports the actual quantities. The task is to represent, compare or order these stated quantities and give a checking reason.","first_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","full_teacher_model":"460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Ascending order is 406, 460, 604. Compare the first differing place from the highest place, rather than the last digit alone.","guided_source":"Fictional quantity card set: New wrong-digit claim. first card states 308 labels; second card states 380 labels; third card states 803 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 308 is larger than 380 because the final 8 is larger than 0. The task is to represent, compare or order these stated quantities and give a checking reason.","guided_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","guided_staff_possibility":"308 = 3 hundreds + 0 tens + 8 ones = 300 + 0 + 8. 380 = 3 hundreds + 8 tens + 0 ones = 300 + 80 + 0. 803 = 8 hundreds + 0 tens + 3 ones = 800 + 0 + 3. Ascending order is 308, 380, 803. Compare the first differing place from the highest place, rather than the last digit alone.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D69-R1","title":"Which place has the six?","source":"Fictional quantity card set: Which place has the six?. first card states 460 labels; second card states 406 labels; third card states 604 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 406 is more than 460 because the last digit 6 is larger than 0. Decide whether that reason supports the actual quantities. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"460 = 4 hundreds + 6 tens + 0 ones = 400 + 60 + 0. 406 = 4 hundreds + 0 tens + 6 ones = 400 + 0 + 6. 604 = 6 hundreds + 0 tens + 4 ones = 600 + 0 + 4. Ascending order is 406, 460, 604. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D69-R2","title":"Zeros change the place","source":"Fictional quantity card set: Zeros change the place. first card states 209 labels; second card states 290 labels; third card states 902 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. No value is invented in an empty tens or ones place. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"209 = 2 hundreds + 0 tens + 9 ones = 200 + 0 + 9. 290 = 2 hundreds + 9 tens + 0 ones = 200 + 90 + 0. 902 = 9 hundreds + 0 tens + 2 ones = 900 + 0 + 2. Ascending order is 209, 290, 902. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D69-R3","title":"Check the final digit shortcut","source":"Fictional quantity card set: Check the final digit shortcut. first card states 405 labels; second card states 450 labels; third card states 504 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A helper claims 405 is larger than 450 because 5 is larger than 0. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"405 = 4 hundreds + 0 tens + 5 ones = 400 + 0 + 5. 450 = 4 hundreds + 5 tens + 0 ones = 400 + 50 + 0. 504 = 5 hundreds + 0 tens + 4 ones = 500 + 0 + 4. Ascending order is 405, 450, 504. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Uses the last digit or visual bundle count instead of the highest differing place. Find the first differing place and compare values of that place.","review":"Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.","held_offer":"An eligible single neutral component may inform teaching; completing every held source is unnecessary.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."},{"day":70,"title":"Make a quantity guide a reader can use","focus":"Choose a useful representation and precise next teaching","codes":["AC9M2N01","AC9M2N02"],"purpose":"Make a clear quantity guide that preserves stated values and helps someone compare or arrange fictional label quantities.","entry":"Check actual three-digit place-value opportunities from earlier lessons; do not assume Days 51–60 teach this. If a hundred/tens/ones model is unclear, explicitly teach 100=10 tens,10=10 ones with a smaller example first.","materials":"Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.","complete_ordinary_source":"Fictional quantity card set: Guide for two label plans. first card states 730 labels; second card states 703 labels; third card states 370 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A supplied number line has 700,710,720,730,740 with equal ten-label intervals.703 lies between 700 and 710;730 is a labelled tick. The task is to represent, compare or order these stated quantities and give a checking reason.","first_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","full_teacher_model":"730 = 7 hundreds + 3 tens + 0 ones = 700 + 30 + 0. 703 = 7 hundreds + 0 tens + 3 ones = 700 + 0 + 3. 370 = 3 hundreds + 7 tens + 0 ones = 300 + 70 + 0. Ascending order is 370, 703, 730. Compare the first differing place from the highest place, rather than the last digit alone.","guided_source":"Fictional quantity card set: New tiny label-order guide. first card states 615 labels; second card states 651 labels; third card states 516 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","guided_invitation":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","guided_staff_possibility":"615 = 6 hundreds + 1 tens + 5 ones = 600 + 10 + 5. 651 = 6 hundreds + 5 tens + 1 ones = 600 + 50 + 1. 516 = 5 hundreds + 1 tens + 6 ones = 500 + 10 + 6. Ascending order is 516, 615, 651. Compare the first differing place from the highest place, rather than the last digit alone.","six_moves":[{"minutes":"0–3","action":"Name the useful job and receive a first own idea from the whole ordinary source."},{"minutes":"3–9","action":"On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account."},{"minutes":"9–15","action":"Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints."},{"minutes":"15–22","action":"Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed."},{"minutes":"22–25","action":"Receive one fresh component from an eligible neutral family or a new changed full source before its staff model."},{"minutes":"25–29","action":"Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable."}],"routes":[{"id":"D70-R1","title":"Guide for two label plans","source":"Fictional quantity card set: Guide for two label plans. first card states 730 labels; second card states 703 labels; third card states 370 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. A supplied number line has 700,710,720,730,740 with equal ten-label intervals.703 lies between 700 and 710;730 is a labelled tick. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"730 = 7 hundreds + 3 tens + 0 ones = 700 + 30 + 0. 703 = 7 hundreds + 0 tens + 3 ones = 700 + 0 + 3. 370 = 3 hundreds + 7 tens + 0 ones = 300 + 70 + 0. Ascending order is 370, 703, 730. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D70-R2","title":"Quantity guide for a paper makerspace","source":"Fictional quantity card set: Quantity guide for a paper makerspace. first card states 120 labels; second card states 210 labels; third card states 201 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices. Choose a clear ordering or bundling instruction for these supplied label quantities. No physical labels are required. The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"120 = 1 hundreds + 2 tens + 0 ones = 100 + 20 + 0. 210 = 2 hundreds + 1 tens + 0 ones = 200 + 10 + 0. 201 = 2 hundreds + 0 tens + 1 ones = 200 + 0 + 1. Ascending order is 120, 201, 210. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."},{"id":"D70-R3","title":"Reader-ready kit labels","source":"Fictional quantity card set: Reader-ready kit labels. first card states 731 labels; second card states 713 labels; third card states 317 labels. These are stated counts of the same kind of label, not observed stocks, money, distances or prices.  The task is to represent, compare or order these stated quantities and give a checking reason.","purpose":"Make a useful quantity guide. Keep the whole quantity and the value of each digit clear.","moves":["Receive a first idea with no supplied solution.","Represent the stated quantities, then compare/order or rename exactly as the source requests. Explain what each place and result counts.","Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.","Keep one useful guide and one checking sentence. A proposed reader test stays proposed."],"after_own_staff_possibility":"731 = 7 hundreds + 3 tens + 1 ones = 700 + 30 + 1. 713 = 7 hundreds + 1 tens + 3 ones = 700 + 10 + 3. 317 = 3 hundreds + 1 tens + 7 ones = 300 + 10 + 7. Ascending order is 317, 713, 731. Compare the first differing place from the highest place, rather than the last digit alone.","different_try":"Choose a different representation of the same given whole or a clearly stated new quantity. Recalculate/reorder instead of carrying an earlier answer.","optional_access":"Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine."}],"misconception":"Infers a real stock or completed test from supplied quantity cards. Keep supplied values, own guide and any actual reader evidence separate.","review":"Look for a correct whole representation, clear result units and valid ordering/renaming reason. A numeral copied from a model, fast answer or completed field count is not independent evidence.","held_offer":"C-first or D-first after actual teaching and before staff models; later partners require a genuine recorded teaching interval.","next_teaching":"Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.","own_blank":{"job":"","source_known":"","goal":"","model":"","method":"","result":"","check":""},"status":"Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim."}]