Teacher plan · Day 69
About 35–45 minutes, or several shorter visits. This is an unpiloted planning suggestion, not a QCAA condition or a required dose.
Prepare and access
Prepare scrap paper, suitable large counters and labels. Prices/fees/offers and transport capacities are fictional. Device use is optional. Hide models before individual work.
• Keep the mathematical purpose when changing mode. Do not assume a diagnosis predicts a preferred way to learn.
• Offer a quiet place, one instruction at a time, a preview of the steps, a pause card and a visible finish point. No countdown, flashing rewards or forced sound.
• Provide large text, high contrast, plain borders and a complete text alternative to each visual. Colour must never carry the only meaning.
• For motor access, use a selection-and-destination control rather than drag-only interaction, large physical pieces or an adult moving pieces as directed.
• For language access, explain group, each, total, left, fee, estimate and budget using the current story. Home-language explanations and bilingual notes are welcome; mathematical reasoning is assessed separately from spelling or English fluency.
• Reduce a number range or show part of a model when appropriate, then record the change. These supports do not certify the original task independently completed.
• No translation is represented as verified without a fluent reviewer and a recorded version. No invented First Nations language words, stories or cultural designs; seek the appropriate community’s permission and language guidance before a local cultural adaptation.
Complete day sequence
Day69 · Find the step that went wrong
Purpose: Critique a supplied model and repair its meaning, calculation and contextual statement.
Materials: scrap paper,labelled groups,suitable large counters; plain fictional price/fee cards when relevant. No bought kit,device or printer required.
Demonstration · D69
Seven pretend kits cost $8 each and there is one $6 fee. A fictional learner writes '7 + 8 + 6 = 21, so the total is $21'.
Read the fictional work without naming or comparing real classmates. Ask the learner to mark which numbers describe objects and which describe money. Rebuild the seven equal $8 costs using blank strips; show why the plus-only model does not match. Accept a correction that keeps 8 + 8 + 8 + 8 + 8 + 8 + 8 + 6 before introducing a shorter number sentence. Then ask for an independent check, such as 7 × 10 − 7 × 2 + 6 = 62. The repair should explain the first mistaken step, not merely replace 21 with 62.
Model: 7 × $8 + $6 = $62. The error is treating seven kits as seven dollars. The seven repeated $8 costs total $56; add the one $6 fee to get $62.
Transfer probe: A correct multiplication followed by adding the fee seven times is a different error. Ask how the picture could show that the fee occurs only once.
Watch for: Correcting arithmetic on the wrong model; stating only 'multiply' with no role labels; criticism that targets a person instead of the supplied work.
Three complete learner briefs
A: Five pretend packs cost $9 each plus one $4 fee. A fictional note uses 5 + 9 + 4 = 18.
Teacher example: 5 × $9 + $4 = $49. The supplied18 adds labels with unlike roles rather than repeated costs.
B: Eight pretend sets cost $6 each plus one $7 fee. A fictional note uses 8 + 6 + 7 = 21.
Teacher example: 8 × $6 + $7 = $55. The supplied21 adds labels with unlike roles rather than repeated costs.
C: Nine pretend kits cost $7 each plus one $8 fee. A fictional note uses 9 + 7 + 8 = 24.
Teacher example: 9 × $7 + $8 = $71. The supplied24 adds labels with unlike roles rather than repeated costs.
Own, check and next
Use W09's four empty spaces and a complete selected brief. Ask for known/unknown quantities, model, sentence/strategy, check and useful message. Use C17/C18 individually and record actual support; copied work is not independent evidence. If needed choose the corresponding V01–V08target/fullN01–N32fresh mini-lesson. H09/X09 are optional new settings, not compulsory extra workload.
Complete class routine
• Connect: 3–5 minutes. Read the purpose. Ask what the numbers count and which amount is missing. Permit quiet thinking before replies.
• Model: 7–10 minutes. Use the day’s exact demonstration. Point to every term in the representation. Show the worked answer as a teacher example, then remove it before individual work.
• Try: 10–15 minutes. Learner chooses A, B or C after the teacher checks number demand. Make, draw, explain, sign, point or type; adults may scribe exactly what is dictated. Ask for the contextual unit and one check.
• Compare: 5–8 minutes. Share two strategies with consent. A learner may use an anonymous sample or work privately. Discuss the supplied work, not the person.
• Exit: 3–5 minutes. Use a C item individually. Record mathematical reasoning and the support given. Revisit the matching next-teaching target when needed.
Give the material
Learner day · Full worksheet/three briefs · Supplied teacher model · Full model alternative · Complete written read-aloud
First neutral exit · Second neutral exit · First staff exit · Second staff exit
Full worksheet staff note
Use the complete Day69 plan and C17/C18 exit. Record route and supports. Accept clear equivalent models; drawing neatness and spelling are not maths criteria.