Make one clear guide. Try it, or keep it as your plan.
Useful purpose: Create, test if wanted, and revise a useful representation while distinguishing original choices, adult implementation and actual recipient evidence.
1 · Find the starting point
Ask which fraction representation felt useful and why. Check one unrelated unit fraction before starting. Do not use held-stage sources as the model or rehearse their values.
2 · Prepare
Offer a paper display, collection label, equal-gap game guide or spoken guide. Set an age-suitable safe surface; no compulsory performance, cutting, recording or public sharing. Ask a willing adult or peer only with consent; a pretend recipient is a fictional model.
3 · Brief worked model
MODEL a fictional game designer chooses one whole path of ten equal gaps. Six gaps lead to the rest station, labelled 6/10; four more complete 1 whole. A draft says "six pieces" but omits the whole. The designer revises it to "six of this path’s ten equal gaps". No actual player trial is claimed by that supplied story.
4 · A different guided try
Guide a new four-section notice: choose the whole, label 3/4, explain 1/4 needed. Give a reader a neutral task such as "find the part that is ready"; do not point to the answer while recording it as their independent interpretation.
5 · Your own attempt
Choose a meaningful guide; show a unit fraction, a multiple and a same-whole completion. Add a second representation if suitable. Keep a before version. If a willing person actually uses it, record what they did/said and one change; otherwise label the feedback as your own check or planned trial.
6 · Observe what was actually shown
Look for sound maths, clear whole and useful wording across representations. Evidence of independent learner choice, helper drawing, self-check and real willing-recipient use are different. A polished adult-made guide does not establish child implementation.
Specific next teaching
If the guide is useful but equality is unsupported, teach a new equal-part comparison. If maths is correct but whole unclear to a reader, revise title/labels. If secure, move to a purposeful data question with a clearly defined unit.
Three choices you can switch between
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.
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.
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.
Short child start · Ordinary cues/full alternatives · Adult preparation