Goal: Make and recognise two complete A/B units. Proposed partial AC9ADAFD01 / AC9ADAFC01; related Mathematics evidence stays separate. Prepare: Two-space unit strip and four moment spaces; repeat unit. Put FINISH outside the four spaces.
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Arrive · 3 min. Offer one brief phrase, paper-only planning or rest. A double score never means compulsory double exertion.
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Read · 4 min. Present Source A: A → B → A → B → FINISH. Point to the first AB, then the next AB. Say, “This whole two-part bit appears twice.” AABB is a different order.
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Try · 5 min. Child places the AB strip twice or directs exact placement. Compare with AABB using broad marks. Ask where the whole AB returns, without racing or making a memory test.
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Make · 7 min. Child chooses two units, one unit or a different arrangement for their own work. If choosing the two-unit target, keep both copies intact. Physical route may be one short chosen trial only; paper inspection is enough to discuss score order.
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Notice · 4 min. Ask the child to show the unit and its second appearance. Record score evidence separately from actual movement. A longer score is not automatically a better artwork.
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Keep · 2 min. Save the dated score. Tell the child a chosen rest can be part of a phrase tomorrow.
Next teaching: If AABB is called two AB units, slide the two-space AB strip under each pair after capturing the response. If clear, consider how a rest changes the phrase.