# Keep a useful map guide Current generated source edition; original unpiloted timing and teaching limits remain. ## 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 Dated original planning status (13 October2026): Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.