# Day 40 — Show the change; show the repeat

**25 minutes · AC9MFN05 and AC9MFA01 (practical transfer and pattern continuation); partial practice · educator review pending**

**Success:** The child models a new addition or subtraction story and continues a repeating pattern, explaining or showing how each answer was checked.

**Prepare per pair:** ten counters, two trays, start/change/now mat, pattern strip, two shape types and selected [scene cards](print-aids.md). The [formative assessment](assessment.md) collects missing individual evidence across several days.

1. **Retrieve, 3 min.** Count five objects on a mat. Move two to a tray. Ask for the mat count and the combined total: three remain on the mat, five still exist. Show a quick AB pattern and ask for its unit.
2. **Model, 5 min.** Choose a pretend recycling story: seven box cards are sorted, three more join, ten now. Show start/change/now. Then show circle–circle–square twice; bracket the three-position unit and continue circle–circle–square. Say, “I checked the story by counting; I checked the pattern by repeating its part.”
3. **Guided game, 10 min.** Partners choose one practical change card and one pattern card. They enact start/action/result, then copy six pattern positions, show the smallest unit and continue three. Swap roles. Options cover library, garden, transport, art, movement, tactile marks and quiet rhythm symbols. A solo route uses the same tasks.
4. **Fresh try, 4 min.** Say, “Eight blocks are on a mat; three move to a tray. How many remain on the mat?” Then show triangle, circle, triangle, circle, triangle, circle. Ask for the next three. Do not supply an operation or unit cue first.
5. **Check, 3 min.** Ask what each checking tool was for. **Key:** 8 − 3 = 5 on mat and eight objects still exist across both places; pattern unit triangle–circle, next triangle, circle, triangle. In the model, 7 + 3 = 10 and circle–circle–square repeats.

**If the child gets the result but not the action or pattern unit:** Use a fresh short story or two full pattern repeats and observe the child's own placement. If either task was partner-led, make an individual follow-up rather than inventing a score.

**Access and record:** Use grippable objects, tactile/large shape cards, read-aloud/plain-text prompts, sign/AAC and directed movement. Record number result and named set separately from pattern copy, unit and continuation. Choose next teaching from [assessment.md](assessment.md).