Teacher plan · Day 70

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

Day70 · Send a plan someone can actually use

Purpose: Choose a valid whole-pack plan, model its cost and budget check, and communicate assumptions and a useful decision.

Materials: scrap paper,labelled groups,suitable large counters; plain fictional price/fee cards when relevant. No bought kit,device or printer required.

Demonstration · D70

A fictional club needs exactly 30 blank activity cards. Offer A sells six cards for $12; B sells ten for $25. There is one $8 setup fee and an $80 budget. Buy whole packs and no extra cards.

Give the complete brief before showing the worked model. Ask the learner to identify required quantity, whole-pack restriction, fee paid once and budget. Allow a diagram, counters, spoken plan, signed explanation or written table. Model both options, check counts and costs, and write a note with the selected packs, total, amount left or over, and assumptions. Ask for an estimate as a reasonableness check and distinguish it from the exact decision. Teacher mediation may read the brief or scribe dictated reasoning; record that help. Use the individual exit response after partner planning as evidence.

Model: A: 5 × $12 + $8 = $68; B: 3 × $25 + $8 = $83. A provides exactly 30 cards and leaves $12. B provides 30 but exceeds the budget by $3. Choose A for these supplied constraints.

Transfer probe: Change only the fee from $8 to $20: A becomes $80 exactly; B becomes $95. The quantity stays 30 and the fee still happens once. Invite the learner to say what changed and what stayed.

Watch for: Finding a cheap cost that supplies too few cards; forgetting the fee; treating the budget as money that must all be spent; supplying no assumptions or usable quantity.

Three complete learner briefs

A: Exactly 24 labels are needed. A packs six for $10; B packs eight for $14. One $5 fee; budget $50; whole packs and no extra labels. Both plans fit: justify a choice for lower cost.

Teacher example: A:4packs/$45; B:3packs/$47. Both supply exactly24 items. Compare both full costs against$50; give amount left/over, a decision and assumptions.

B: Exactly 30 cards are needed. A packs six for $12; B packs ten for $25. One $8 fee; budget $80; whole packs and no extra cards.

Teacher example: A:5packs/$68; B:3packs/$83. Both supply exactly30 items. Compare both full costs against$80; give amount left/over, a decision and assumptions.

C: Exactly 48 tokens are needed. A packs eight for $18; B packs six for $15. One $9 fee; budget $120; whole packs and no extra tokens.

Teacher example: A:6packs/$117; B:8packs/$129. Both supply exactly48 items. Compare both full costs against$120; give amount left/over, a decision and assumptions.

Own, check and next

Use W10's four empty spaces and a complete selected brief. Ask for known/unknown quantities, model, sentence/strategy, check and useful message. Use C19/C20 individually and record actual support; copied work is not independent evidence. If needed choose the corresponding V01–V08target/fullN01–N32fresh mini-lesson. H10/X10 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 Day70 plan and C19/C20 exit. Record route and supports. Accept clear equivalent models; drawing neatness and spelling are not maths criteria.