# Day 6 — Five and one or two more

**25 minutes · AC9MFN01 (6–7, partial), AC9MFN03 (counting to 7, partial); early connection to AC9MFN04 · educator review pending**

**Success today:** A child makes and names six and seven, connecting each to a filled five-frame plus one or two more, and counts to check.

**Prepare:** A five-frame and ten-frame for each pair; seven large counters; numeral cards 5, 6, 7; two trays. A child still working on 0–5 can use the same game with 3–5.

1. **Reconnect, 3 min.** Fill the five-frame. Ask, “How many spaces are filled? How do you know?” Accept seeing the full pattern or counting. Put card 5 beside it.
2. **Model, 6 min.** Place one more counter on a second tray. Say, “Five here, one more here. That makes six.” Count all six once to confirm, then show 6. Repeat for seven with two extras. Avoid teaching a child to read the numeral 6 as “five and one” without connecting it to six objects.
3. **Play: train carriages, 9 min.** The first carriage has five seats, the second has space for two. Draw a card 5, 6 or 7 and load that many passengers. Partner checks with a full count and chooses the numeral. Variants: five tools fit one toolbox and extras go on a bench; five seedlings fit a tray and the remainder go beside it.
4. **Independent try, 4 min.** Say “seven” without showing the numeral. Ask the child to make it, select card 7 and tell how they checked.
5. **Check and close, 3 min.** Show five in the frame and one outside; then five and two. Ask for totals and show card choices 5/6/7. Record one-to-one count and last number as total.

**If the child recounts the five as four or six:** Slow the move into one frame space per object, then count all objects in a straight line before rebuilding. If “five and two” is called six, count the two extras separately, then all seven.

**Access routes:** Use raised frame boundaries and large grippable counters, or let a partner place each counter under clear verbal, AAC or pointing instructions. For large print, draw bold frame lines and numerals. A learner can indicate the extra pieces by touch or eye gaze rather than moving them.

**Record:** makes 6/7; matches numerals; explains “full five and extra” or uses an accurate full count. Either valid count route supports today’s target.