# Day 60 — Show a fair plan

**25 minutes · AC9MFN06; review AC9MFN01 and AC9MFN04 (sampled practice) · educator review pending**

**Success:** Child chooses the right layout for a fresh sharing or grouping instruction, accounts for every counter including a spare, and explains or demonstrates the result. A short ten representation shows what to teach next; this day is not a final achievement judgement.

**Prepare:** [assessment guide](assessment.md), fresh S08/S11-style prompts with new wording and spatial layouts (five book-tab counters shared to two reading mats; ten button counters packed in sets of five), ten loose counters, two recipient mats, group rings and ten-frame. Preselect **three focus learners** for a close observation; rotate other learners to familiar stations and schedule those not yet observed on following days. The [print aids](print-aids.md) supply the underlying rule and keys.

1. **Retrieve, 3 min.** Ask the class for two meanings of “two”: two recipients versus two objects per group. Use empty mats and an empty pair ring.
2. **Model, 5 min.** With six teacher counters, place three on A and two on B, leaving one aside too early. Ask, “Does that counter need to wait? Where can it go so the shares are equal?” Move it to B to show three and three, no spare. State the rule before the answer.
3. **Independent stations and focus checks, 10 min.** At stations, partners work through one ten representation and one new share/group card. Spend about three minutes with each of three focus learners. Give S08 (five shared to two) **or** S11 (ten grouped by five), and ask, “What was given? Show it. How many on each mat or in each group? How many groups or spares?” Keep the exact card in the record.
4. **Record and next step, 4 min.** Learners choose a way to show ten: full frame, ten marks, numeral with ten objects, or a valid 4/6 split. Record one observed strategy and one next move for focus learners using [assessment.md](assessment.md). Supported responses guide teaching but are marked as supported.
5. **Close, 3 min.** Invite a child to restate one *rule* rather than just a number. **Key:** five shared to two is 2/2/1; ten grouped by five is 2 groups of 5, no spare; ten representation must account for exactly ten objects; 4/6 is ten.

**If the child confuses group size and group count:** Name one group boundary and count its contents, then count boundaries. Recheck with a fresh card later. **Access and record:** Let the child direct adult movement, use tactile rings, AAC, sign, spoken or plain-text directions. An inaccessible task is `NA`, not zero. No child photograph or public display is required.