# Day 56 — Share six between two

**25 minutes · AC9MFN06 (partial) · educator review pending**

**Success:** Child shares six indivisible counters between two named mats by giving one to each in turn, then shows that each mat has three. Child can explain why 4/2 would not meet this equal-count rule.

**Prepare:** six large counters, two equal-sized labelled recipient mats and spare zone from the [print aids](print-aids.md) or [A4 mat](ten-and-share.svg), S01. The mats represent imaginary art tables, not children in the class.

1. **Retrieve, 3 min.** Show yesterday's full ten-frame. Ask what happens to the number when counters move. Clear it and set out six.
2. **Model, 5 min.** Read S01. Say, “Our rule is the same number of brush counters at each table. I will give one to A, one to B, then repeat.” Deal all six; count A=3 and B=3. Rearrange into 4/2 and ask whether counts are equal.
3. **Partners try, 10 min.** Children reset six and make equal shares twice, first starting with A and then B. One directs, one moves; swap. Invite a drawing or two-line record. Teacher checks three focus learners: “How do you know you have not missed a counter?”
4. **Fresh check, 4 min.** With a new six-counter arrangement, child shares without copying the teacher's placement and reports each count and spare. Offer a four-counter smaller start only if the six-item task was not accessible, recording the different task.
5. **Close, 3 min.** Compare equal 3/3 with unequal 4/2. **Key:** six shared to two mats is 3 each, 0 spare; 4/2 uses six but is unequal under this rule. The adapted four-counter task is 2 each, 0 spare.

**If the child gives two to one mat at a time:** Pair the mats in rounds: one to A and one to B, then check after each round. Do not call a child unfair. **Access and record:** Large tactile mats, AAC labels, adult movement directed by the child or a quiet pair are available. Record whether the child used rounds, counted final shares, and explained equality independently.