Choose by purpose, interest and wanted support. Switch route, use full words or stop. No fixed learning-style or diagnosis tracks. Each daily plan supplies its own model, unrelated guided try, own turn and specific next teaching.
Day 31 · route 1
1 · Make a notice patch
Choose two or four equal parts.
Make a paper or spoken plan for a notice panel. Match corresponding parts, name one half or one quarter and explain the equality check. Try with a willing reader only if wanted; an untested plan remains a plan.
Evidence/observation: Own partition and explanation; adult drawing/folding recorded separately.
Specific next teaching: Use a differently shaped whole and ask what must still be equal.
Day 31 · route 2
2 · Spot the unfair split
Does four pieces mean four quarters?
MODEL strip widths are 2,2,2,6 units at one height. Explain why one 2-unit strip is not a quarter of the 12-unit-wide panel; redraw four 3-unit strips if wanted.
Evidence/observation: Supplied area reasoning, not an actual measurement or cut.
Specific next teaching: Return to two equal parts if equality is unclear; later try a new unequal four-part panel.
Day 31 · route 3
3 · Same fraction, different whole
Could both be halves?
MODEL whole A has width 8 units and whole B width 12 units, at the same height. Each is split into two equal parts. Their 4-unit and 6-unit parts are each a half of their own whole, but not equal physical areas.
Evidence/observation: Relationship to each named whole, not a claim that every half has one size.
Specific next teaching: Ask what would have to stay the same to compare the sizes of two half-parts directly.
Day 32 · route 1
1 · Display groups
Show one group and then two.
MODEL twelve identical-value labels are grouped 4+4+4. Indicate one-third, then two-thirds. Explain that eight labels means 2/3 of this twelve-label whole, not 2/3 of every collection.
Evidence/observation: Supplied grouped-set interpretation.
Specific next teaching: Use a new nine-item set split into thirds before returning to twelve.
Day 32 · route 2
2 · Strip designer
Make thirds or quarters someone can read.
Choose one equal-length strip whole. Draw/describe three or four equal intervals, label one interval and a multiple you choose. Match it with an equal-group collection of a suitable total.
Evidence/observation: Own representation and connection; drawing quality not a criterion.
Specific next teaching: Check the whole/equal intervals with an unrelated model if the two representations disagree.
Day 32 · route 3
3 · Repair a label
What does the label need to say?
MODEL eight equal-value cards split into four groups of two. A sign says "two cards is 1/2". Correct it to "two cards is 1/4 of these eight cards", explaining the whole and four groups.
Evidence/observation: Supplied sign repair; no real classroom display asserted.
Specific next teaching: Ask for a different useful label with both numerator and denominator changed.
Day 33 · route 1
1 · Banner progress
How much is still needed?
MODEL ten equal panels, three ready. Name 3/10 ready and 7/10 to complete; draw a different own banner only if wanted.
Evidence/observation: Supplied completion; an actual project has its own observations.
Specific next teaching: Try five equal panels with different ready count.
Day 33 · route 2
2 · A dollar in equal value parts
What whole do these labels show?
Use F01 or its full words: ten fictional 10-cent value labels make 100 cents. Name one-tenth, four-tenths and six-tenths of that $1 value. Keep coin count, coin area and total value separate.
Evidence/observation: Original derived value representation from a dated primary fact; not a purchase or broad money outcome.
Specific next teaching: Use a paper strip if the monetary whole distracts; later try five equal 20-cent value parts.
Day 33 · route 3
3 · Choose a tiny project
Make a five-part or ten-part plan.
Choose a fictional display, sequence of equal game spaces or equally valued label set. Name what the whole means, show ready and needed parts, then ask a willing helper to interpret the label without silently repairing it.
Evidence/observation: Own making/communication; willing-reader trial only if it actually occurs.
Specific next teaching: If the reader confuses whole and selected part, revise the title before changing the numbers.
Day 34 · route 1
1 · Trail marker
Where would your marker go?
MODEL thirds line has equal gaps. Place a marker at 2/3; it is two gaps from 0 and one gap from 1. No timed walking route or body movement needed.
Evidence/observation: Supplied number-line interpretation, not actual travel.
Specific next teaching: Try a different denominator with unlabelled internal marks.
Day 34 · route 2
2 · Build a clear line
Help someone find three-fifths.
Make/describe a five-equal-gap 0–1 line and place 3/5. A helper can draw where directed. Label endpoints and say why six boundary marks do not mean sixths.
Evidence/observation: Own representation; adult operation distinguished.
Specific next teaching: Ask a willing reader to locate a new multiple; record any actual trial and revision.
Day 34 · route 3
3 · Find the faulty trail
Could the gaps all be fifths?
MODEL marks lie at 0,1,2,3,4,10 distance units, with endpoint 10 representing 1 whole. The last gap is much larger. Explain why labelling all gaps 1/5 is invalid and propose equal marks 0,2,4,6,8,10.
Evidence/observation: Supplied geometric reasoning; units are invented diagram distances, not measured centimetres.
Specific next teaching: Return to an equal paper strip before another faulty-line comparison.
Day 35 · route 1
1 · Make a game guide
Give one helpful fraction clue.
Design a quiet tabletop fraction clue with safe paper or full words. Name the whole and equal gaps; choose a multiple and what completes it. A trial is optional and needs a willing suitable recipient.
Evidence/observation: Actual learner choices/directing/making and real trial separately recorded.
Specific next teaching: Try a different whole if the guide relies only on colour or remembered layout.
Day 35 · route 2
2 · Display helper
Make a ready-and-needed sign.
Choose five equal fictional display slots: two ready, three needed. Draft a sign 2/5 +3/5=1 whole, then create a different own sign. Keep the source as a model, not an observed community display.
Evidence/observation: Supplied model then original work; plan vs actual display explicit.
Specific next teaching: Ask what changes if the slots represent unequal areas rather than equally counted places.
Day 35 · route 3
3 · No-picture guide
Can your words carry the whole idea?
Describe a twelve-item collection in three equal groups, one group 1/3 and two groups 2/3. Create a different own grouped-set description, and invite wanted neutral reading/signing/typing help. No image is necessary.
Evidence/observation: Own verbal/text representation; no compulsory visual production.
Specific next teaching: Check whether the description names every item in the whole and every equal group.
Day 36 · route 1
1 · Choose your kit question
What would help organise it?
Choose safe paper labels, described toy cards or a supplied list. Make a category question and define one record. Use a small suitable set or original model; no purchase or personal survey.
Evidence/observation: Own question/method; record accessed model versus actual observation.
Specific next teaching: Narrow any question whose categories overlap for one single-variable table.
Day 36 · route 2
2 · Which variable?
Name or number for each item?
MODEL each paper token has a shape name and a number of corners. Choose whether your question uses the category name or the corner count, then explain what one row record means.
Evidence/observation: Supplied variable reasoning; no actual token collection implied.
Specific next teaching: Use a new set where different shape names share the same corner count.
Day 36 · route 3
3 · Local source reader
Count the right kind of entry.
With an adult, read F03’s dated RRC service-entry list. Unit=one named listed service, variable=Library/History Centre. Four Library entries and one History Centre entry do not mean five different buildings. No visit/current-open claim.
Evidence/observation: Accessed dated primary-derived record list, not a site survey or live service guarantee.
Specific next teaching: Refresh one actual primary page before changing the example; retain unknowns if it is unavailable.
Day 37 · route 1
1 · Story kit table
Which labels are in this kit?
MODEL six available records are adventure,nature,adventure,puzzle,nature,adventure. Make the table and total before seeing the worked check. Poetry is an optional listed category with observed 0, not a claim about reading tastes.
Evidence/observation: Accessed fictional records; own recording only if not copied from the key.
Specific next teaching: Use a new non-story set if tally and frequency differ.
Day 37 · route 2
2 · Unknown is allowed
What can this table honestly say?
MODEL five known labels: star,leaf,star,leaf,star; one unavailable label. Record: star 3,leaf 2, unavailable 1 and total 6 records/5 known. A listed moon category has 0 among known records only; unknown may still be moon.
Evidence/observation: Supplied missing-data reasoning.
Specific next teaching: Create a new example with a genuinely known zero and one unknown kept separate.
Day 37 · route 3
3 · Count your safe collection
Find a check you trust.
Choose a small safe non-personal collection and a single category rule. Count once, make a paper/typed/spoken table, check against original records and keep any excluded/unavailable item explicit. No uploading or photographing required.
Evidence/observation: Actual observations only if performed; usual-communication and helper action recorded.
Specific next teaching: Ask whether another recorder could reconstruct the total from your list.
Day 38 · route 1
1 · Shape-card archive
How many cards have that many corners?
Use the five full MODEL descriptions. Record 0,3,4,4,5 and table frequencies 1,1,2,1. Keep total cards 5 separate from total corners 16.
Evidence/observation: Accessed fictional discrete data; no real shape manufacture/calibrated geometry.
Specific next teaching: Try a new repeated value and ask why it gets its own frequency.
Day 38 · route 2
2 · Bundle checker
Count pieces per bundle, then bundles.
MODEL six safe paper-bundle descriptions contain 0,2,2,3,3,3 pieces. Table 0→1 bundle,2→2,3→3; frequencies total 6 bundles. Show what 3→3 means in a full sentence.
Evidence/observation: Supplied bundle counts; actual bundling optional with suitable kit.
Specific next teaching: Use a new zero-value bundle and an unavailable bundle.
Day 38 · route 3
3 · Your small count question
Choose a count for each item.
Choose a harmless non-personal count variable, such as safe paper marks per own card. Define one item, obtain suitable actual counts or label fictional records, record frequencies and check all items. Avoid body/private home data.
Evidence/observation: Own question/data route; actual recording distinguished from model use.
Specific next teaching: If the variable is a category name, choose a count question or intentionally return to a categorical table.
Day 39 · route 1
1 · Storage table editor
Could someone find the right count?
MODEL five game cards: round,round,square,triangle,square. Make either row order with exact frequencies 2,2,1 and total 5. Write one statement restricted to those five cards.
Evidence/observation: Supplied interpretation/layout revision; no all-children preference claim.
Specific next teaching: Ask for the underlying list when another table omits its total/unit.
Day 39 · route 2
2 · Local list, honest limit
What does the source actually list?
Use F03’s dated service-entry list and classify Library 4/History Centre 1. Explain that 5 means listed entries, not distinct buildings or five libraries. Add check date and keep current availability unknown.
Evidence/observation: Narrow primary-derived classification, not a local visit or schedule guarantee.
Specific next teaching: Adult refreshes the page and records any change rather than replacing unknown with 0.
Day 39 · route 3
3 · Invite a willing reader
Which part made it easier?
Choose one own table. If a suitable person wants to try it, ask a neutral question, retain their actual answer and revise one confusing label. Without a recipient, do a self-check or plan a trial honestly.
Evidence/observation: Actual sharing/reader use only when it occurs; private plan equally welcome.
Specific next teaching: If a clue gives away the answer, try a different neutral question later.
Day 40 · route 1
1 · Your fraction help card
Help with one whole.
Create a new useful half/third/quarter/fifth/tenth representation and a multiple/completion. Label whole and equal parts; ask wanted neutral access help. Actual making and mathematical directing are separately recorded.
Evidence/observation: Ordinary original component work; no held source or fullN 02 score.
Specific next teaching: Choose a different representation if current reasoning depends only on copied labels.
Day 40 · route 2
2 · Your table help card
Answer one small question.
Choose safe own observed records or clearly labelled fiction. Define unit/variable, record all available values, table frequencies/check total and make one justified statement. Keep unavailable separate.
Evidence/observation: Own/accessed/observed data distinctions; conditional ST01/ST03 components.
Specific next teaching: Choose the single weakest component for a new data list.
Day 40 · route 3
3 · Ask for your next useful turn
What would help you now?
Choose one specific need and the support you want. Explain using one ordinary example; educator may later select an unseen complete stage after unrelated teaching, not because a file count says the year is complete.
Evidence/observation: Reflection and next-teaching choice, not attainment or a diagnosis.
Specific next teaching: Educator prepares the chosen different example and records what is actually shown.