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Day 116 — Two events can start togetherFoundation Maths · T3 W23–24 · Day 116 lesson

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Foundation / Mathematics / Term 3 / Weeks 23 24

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: directly observe which of two simultaneous paper actions lasts longer, using stop/continue evidence. Proposed code: AC9MFM01. Prepare: Card 116, two large labelled lanes and Set E from Materials.

  1. Notice · 3 min. Ask what it would mean for two actions to start together; give one shared accessible START cue.
  2. Model · 4 min. Start A and B markers together. Stop A while B continues, then stop B. Say “B lasted longer because it was still going after A stopped.”
  3. Guide · 5 min. Repeat with new markers. Child points, feels or reports the moment one stops and the other continues; adult labels the two events without colour dependence.
  4. Independent try · 7 min. Run a new start-together pair and ask child to name first stop, continuing action and longer duration, with an observed reason. Record first response.
  5. Check · 4 min. Move one marker farther than the other while keeping original stop order. Ask whether distance proves duration; return to the stop/continue evidence.
  6. Exit · 2 min. Child completes “Both started together. ___ kept going, so ___ lasted longer.” If reversed, use STOP cards tomorrow.

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