# Teacher entry

Begin with one whole group, one named rate or one exact expression. Ask the learner what each number represents before selecting a route. Blank diagrams, counters and a scribe can reduce recording demands while keeping the mathematical decision with the learner.

Read [LESSONS.md](LESSONS.md) in sequence. Days 21–24 prepare E; Days 26–29 prepare F. A route is a choice of approach, not a lower or higher learner label. Use the short close to see whether the learner can name the whole, unit, operation or condition that matters.

For ordinary teaching, the [twenty staff models](staff/WORKED-CONTEXTS.md) provide fully solved comparisons. Show a model after a learner has tried an idea. Keep fresh sources, keys and reserved rechecks separate from that discussion.

For E and F, give the complete first source and task. Keep the first response before revealing the new condition. Give feedback after collecting the review. The [staff keys](staff/KEYS.md) offer descriptive criteria and four specific reteach branches. An unused [reserved recheck](staff/RECHECK-GUIDE.md) can supply a later response after teaching; its [key](staff/RECHECK-KEYS.md) is separate.

Use the learner's Day 26 work to inspect integer signs and operation order. E and F do not sample the whole integer repertoire. Use F and the ordinary work to inspect rational operations without inferring mastery of every operation from one correct result.

Family invitations and supplements are optional. A learner can leave the decision/support/next-question strip blank. It is a conversation aid, not a completion gate.

The short [adult notes](ADULT-NOTES.md) give the preparation date and practical limits. The [source notes](SOURCE-SCOPE.md) and [full crosswalk](CURRICULUM-CROSSWALK.md) give official wording, rights and remaining curriculum scope.