25 minutes · review of AC9MFN01, AC9MFN02, AC9MFN03, AC9MFN04, AC9MFN05, AC9MFA01 and AC9MFST01; sampled evidence only · educator review pending
Success: The child chooses one piece of number, parts, change, pattern or data work, shows what it means through an accessible route, and the teacher records one specific next teaching move. A child may keep their work private.
Prepare: familiar object/number, part-whole, change/pattern and data stations; a teacher-made six-card display for the model (three BOOK, two LEAF, one CUP); each child's private observation notes from Days 1–49; the portfolio form. Plan three focus learners for brief one-to-one conversation today. The roster across Days 41–50 should give every child at least one close observation; schedule any still missing afterward. Do not try to conference a whole class in 25 minutes.
- Retrieve, 3 min. Show examples of a counted collection, a split, a pattern and a data display with no child names. Say, “Choose work that shows an idea you can explain or demonstrate.”
- Model, 5 min. Use a teacher-made data display of three book, two leaf and one cup cards. Say, “I sorted one card at a time. Books appeared most in this six-card set. I know because three is more than two or one.” Show a next question without claiming the display tells more than it does.
- Choice and focused conversations, 10 min. Children use a familiar station or selected portfolio piece alone or with a partner. The teacher spends about three minutes with each of the three focus learners: “What question or job was this for? Show what you did. How do you know? What would you try next?” Accept objects, pointing, AAC, sign, drawing, home-language response with qualified support or dictation. Ask only one fresh follow-up if evidence is unclear.
- Private next step, 4 min. Each child chooses a response card: “I want to try a new number / split / change story / pattern / data question,” or pass. The teacher records the focus learners' observed strategy and the smallest next teaching move in the private portfolio guide, not a public level label.
- Close, 3 min. Return materials and tell the class that practice can change what we know. Model key: book 3 most, leaf 2, cup 1, total 6. Other portfolios have no fixed key; check each claim against the child's actual work.
If the child shows only a memorised answer: Offer a fresh small object set or pattern and ask them to act it out. If today is not an accessible moment, mark the evidence not observed and schedule it later. A supported explanation is useful for teaching even when independent evidence is still pending.
Access and record: Private sharing, quiet station, grippable/tactile objects, plain text, sign/AAC and directed adult movement are available. Note exact evidence, format, cue and next lesson. No photograph or display is required; follow school consent rules for any retained work.