25 minutes · AC9MFST01 partial practice · educator review pending
Success: The child states the given familiar question, sorts each original picture-response card into exactly one of C/W/P and explains that a card represents one fictional response. No preference about a real child is inferred.
Prepare: show the invented two-view drawing or read its alternative; cut three large view-choice keys; shuffled P1 fictional cards (C4/W3/P2); three labelled mats and three large counters for the fresh try. Keep P1 key covered.
- Retrieve, 3 min. Show three counters from Week 16 and ask what counting each once would tell us. Say, “Today each picture card will be one response, not one object in the drawing.”
- Model the question, 5 min. Show close, wider and paired page options for the invented cup-and-tray scene. Ask exactly, “What should our page show first: CLOSE, WIDE or PAIR?” Point to C/W/P key. Say, “P means the two pictures are shown together. It is one choice, so one P card goes on one mat.” Model one demonstration C card, then remove it before opening P1.
- Collect and sort, 9 min. Learners draw all nine P1 cards from an opaque bag, one at a time, and place each on the matching mat. Ask “What is our rule?” after the third card. Partners check that every drawn card is in exactly one mat. Count C4/W3/P2 and total nine from actual cards; if a card is missing, count what is present and fix preparation before using the key.
- Fresh independent try, 5 min. Give a separate tiny fictional set: one C, two W and zero P, with all three mats still labelled. Ask the child to sort, name the most, name the empty category and show the three received cards. Record the first explanation before help.
- Close, 3 min. Ask, “Can this fictional bag tell us what our real class chose?” Key: no. P1 C4 is most, P2 fewest, total9; tiny set W2 most, P0, total3. Say we will ask a real class question later.
If P is counted twice: Physically return its one card to the P mat and recount. Access and record: large/tactile word-and-shape keys, verbal descriptions, child-directed adult placement, sign/AAC, quiet pair. Record exact sort, total, support and source label; reading the labels aloud is not the mathematics score.