25 minutes · AC9MFN01 and AC9MFN03 (represent and compare to 20); AC9MFN02 (small-group retrieval); partial practice · educator review pending
Success: The child counts and compares two pretend garden sets without using plant knowledge as the score, then recognises a small dot group as preparation for parts next week.
Prepare per pair: 14 paper tray markers, 18 paper pot markers or equivalent plain counters, two mats, number cards and two original dot cards showing three as a triangle and five as three plus two. See print-aids.md.
- Retrieve, 3 min. Briefly show three dots, then five dots. “How many did you see? What group helped?” Count afterward to check; a tactile or described version gives quantity evidence, not identical evidence of visual subitising.
- Model, 6 min. Make 14 tray markers and 18 pot markers. Count each and say, “There are more pot markers. Four are left when I pair each tray marker with one pot marker.” No child needs to classify anything as living.
- Guided game, 9 min. Partners choose two safe pretend orders: 19 plant labels versus 20 pot labels, or 12 blanket cards versus 16 box cards in a shelter store. Build, count and compare, then swap. Ask what the count shows and what it does not show about the scene.
- Fresh try, 4 min. Give 19 objects on one mat and 20 on another in different layouts. “Which has fewer? Prove it.” Then let the child show a two-and-three dot grouping if there is time.
- Check, 3 min. Show five counters together, then move two into a separate bowl without adding any. “How many altogether now?” Key: 18 > 14 by four; 20 > 19 by one; independent 19 has fewer than 20; splitting five into two and three still leaves five altogether.
If the child judges by spacing: Pair or count. If they say two plus three objects are five new objects in addition to the original five, put the same five back together and count; no new objects entered. This prepares the part-whole language without scoring AC9MFN04 yet.
Access and record: Use actual objects, large dot patterns, raised/tactile group boundaries, spoken descriptions, sign or AAC. Record counts, comparison reason, subitising access route and the child's response to the five-object split.