Mathematics · ten 25-minute… | Foundation Maths · T3 W27–28 · Lessons

Use the exact practice sets and text/tactile routes, clean learner cards and A4 aid. Keep fresh Days 135/140 checks out of view. Record first child-controlled comparison/sort and evidence before correction. Adult reading of labels and access support is documented, not scored as a maths error. Maths and science/HASS observations remain distinct.

Week 27 · Day 131 — Align to compare length

Goal: directly compare two lengths using a common start. Proposed code: AC9MFM01. Prepare: Card 131 and practice Set L1.

Name attribute · 3 min. Show two safe broad strips; ask whether the question concerns length, colour or weight. Say “Which reaches farther from the same start?”
Model · 4 min. Lay P and Q at the printed start line; point along each edge without announcing answer from colour.
Guide · 5 min. Child/directing partner checks near ends meet; if shifted, reset before deciding. Adult gives neutral touch/description if needed.
Independent compare · 7 min. Child chooses paper bookmark, model bridge or sign strip route, aligns a pair and states which is longer with the other strip named.
Check · 4 min. Swap the two strips' vertical order; ask if length changed. Require a direct aligned reason, not “top one.”
Exit · 2 min. Child shows the start edge used. If ends were misaligned, begin Day 132 with two equal strips.

Week 27 · Day 132 — A shifted end can mislead

Goal: show equal length after correcting misalignment. Proposed code: AC9MFM01. Prepare: Card 132, two identical Set L2 strips.

Retrieve · 3 min. Ask why yesterday's pair began at the same edge. Child demonstrates or directs alignment.
Model · 4 min. Lay equal strips with different starting positions and voice a deliberately tentative “this one sticks out.” Then align starts and withdraw the premature claim.
Guide · 5 min. Children slide/tell adult to slide strips to a shared near end; compare far ends by sight/touch/neutral description.
Independent compare · 7 min. Child tests a different equal-length pair in maker, story strip or costume display context and records first answer then corrected answer if needed.
Check · 4 min. Ask whether a wide strip must be longer. Test a wide/short versus narrow/long paper pair; width is another attribute.
Exit · 2 min. Child says “same length” with aligned-edge evidence. If not, use one tactile start stop tomorrow.

Week 27 · Day 133 — Mass needs a direct test

Goal: compare mass with a checked balance rather than size inference. Proposed code: AC9MFM01. Prepare: Card 133, preflight Set M1 (equal trays, two versus five identical large blocks), approved balance.

Question · 3 min. Ask “Which tray is heavier?” while both appear the same size. Avoid revealing hidden block count.
Model · 4 min. Check empty equal trays balance; show how a side going down under the same conditions indicates more mass in that loaded tray.
Guide · 5 min. Place loaded trays on balance without telling answer. Child watches/feels/hears agreed neutral indication and names what was directly observed.
Independent compare · 7 min. Child repeats with positions swapped, names heavier tray relative to the other and shows the side/result. Offer child-directed adult handling.
Check · 4 min. Reveal identical block counts only after first observation; ask whether size of container alone proved weight. Record if the balance malfunctioned and reprepare.
Exit · 2 min. Child completes “I know because the checked balance ___.” If “looks bigger,” use Set M2 next.

Week 27 · Day 134 — Similar in one way, different in another

Goal: compare specified attributes separately and explain a counterexample. Proposed code: AC9MFM01. Prepare: Card 134, L1/L2 strips and preflight M2 large-empty/small-loaded containers.

Retrieve · 3 min. Child names length and mass as two different questions; choose one physical tool for each.
Model · 4 min. Show two strips can be equal length yet different widths. Equal on one attribute is not “the same in every way.”
Guide · 5 min. Compare L2 length directly, then observe the checked mass of M2; do not infer mass from apparent container size.
Independent account · 7 min. Child chooses toy bridge, paper sign or maker container and makes two bounded sentences: alike in a tested attribute; different in another tested attribute.
Counterexample · 4 min. Present bigger empty box and smaller loaded container. Ask what first guess a viewer might make and what the balance actually showed.
Exit · 2 min. Child identifies which attribute was not tested in a chosen pair. Keep fresh Day 135 setup hidden.

Week 27 · Day 135 — Unseen direct comparison check

Goal: independently align a new length pair and observe a new direct mass comparison. Proposed code: AC9MFM01. Prepare: teacher-held Day 135 sets, private record; Card 135 after check only.

Welcome · 3 min. Say there are two new object questions, not a speed race or body comparison.
Attribute choice · 4 min. Ask which tool/action would answer “longer?” and which would answer “heavier?” without using assessment pieces.
Fresh length · 5 min. Give unseen strips, initially shifted; child aligns and compares with first position/words recorded.
Fresh mass · 7 min. Present verified equal containers on balance with hidden safe blocks. Child observes, names heavier side relative to other, and explains what counted as evidence.
Boundary · 4 min. Ask one attribute the setup did not test and whether length proved mass. Save answer before key feedback.
Close · 2 min. Select exact next move; release Card 135 practice after individual check.

Week 28 · Day 136 — State the question and one-card meaning

Goal: collect fictional image responses for a given familiar display question. Proposed code: AC9MFST01. Prepare: Card 136, cut/mixed six-card practice set, three blank category trays.

Question · 3 min. Say exact given question from Materials; label source six invented visitors, not our class.
Model · 4 min. Place one circle card in the circle tray because of its shape; explain one card means one recorded fictional response.
Guide · 5 min. Child sorts one triangle and one square card by shape, not card position or imagined person's name.
Independent collect/sort · 7 min. Child collects remaining mixed cards, places each once and describes rule. Record first placement, omissions and help.
Check · 4 min. Ask what a card cannot tell: why the invented person chose the shape or what real classmates prefer.
Exit · 2 min. Child shows one card/group link. If categories blur, start with two shapes tomorrow.

Week 28 · Day 137 — Compare the displayed responses

Goal: compare fictional response groups by one-to-one matching or counting. Proposed code: AC9MFST01. Prepare: Card 137, same mixed six-card set, large display spaces.

Retrieve · 3 min. Child repeats the question and who the cards represent; no real learner vote is presumed.
Model · 4 min. Line circle and square cards in matched pairs; show any unmatched card is evidence of more in that display.
Guide · 5 min. Child rebuilds all three groups, one card once, then pairs triangle and circle cards without changing card counts.
Independent compare · 7 min. Child identifies most/fewest or a true same/different comparison, points to matched/unmatched cards or counts, and states “among these six.”
Check · 4 min. Spread square card farther away; ask if spacing makes more responses. Restore aligned rows and compare again.
Exit · 2 min. Child names evidence for one group relation. If spacing governs, use large pair trays tomorrow.

Week 28 · Day 138 — A new dataset can change a result

Goal: re-collect a revised fictional set without rewriting the first record. Proposed code: AC9MFST01. Prepare: Card 138, original set and documented new trial with one triangle replaced by a square.

Retrieve · 3 min. Rebuild yesterday's unchanged display and describe one comparison from its actual cards.
Model · 4 min. Announce new trial and swap one card explicitly; keep old display intact for comparison, not as a mistaken past result.
Guide · 5 min. Child sorts new six-card set, checks each card is once and aligns categories.
Independent compare · 7 min. Child identifies whether groups now have more/fewer/same, using matching/counting and a named dataset.
Source check · 4 min. Ask whether the first fictional visitor changed their mind. No; this is a different teacher-made set. Do not claim a real class became evenly split.
Exit · 2 min. Child points to the exact swapped category and the changed comparison. If old/new blend, use two labelled mats tomorrow.

Week 28 · Day 139 — Ask what the cards can answer

Goal: state a given question, represent responses and reject unsupported reasons. Proposed code: AC9MFST01. Prepare: Card 139, optional fictional bookmark or toy-stage set with exact counts from Materials.

Question · 3 min. Choose one new fictional domain and state its shape/edge/cue question, categories and source before sorting.
Model · 4 min. Put one answer token in a matching tray; do not put a name or private reason on it.
Guide · 5 min. Child sorts two example tokens and names the observed picture feature; teacher checks exact set size.
Independent display · 7 min. Child completes rest, compares two groups with matching/counting, and says “of these invented answers.”
Limit check · 4 min. Ask whether display proves why a respondent chose a card or how all real visitors would answer. Child identifies information missing.
Exit · 2 min. Child gives one supported comparison. Keep Day 140 card inventory hidden.

Week 28 · Day 140 — New fictional data check

Goal: collect, sort and compare a fresh image set for a stated question and source. Proposed code: AC9MFST01. Prepare: teacher-held Day 140 set/key, empty categories, Card 140 after check.

Welcome · 3 min. Name the source as invented respondents and explain this is to choose next practice; no real vote is collected.
Question · 4 min. State new exact question and adult-read category labels; do not reveal counts or show intact layout.
Collect · 5 min. Child receives mixed safe large cards, with tactile/description access documented, and starts grouping.
Independent sort/compare · 7 min. Child places each card once, names category rule, most/fewest and a pairwise relation with matching/count evidence. Preserve first response.
Source boundary · 4 min. Ask what one card represents and what the set cannot say about real classmates or reasons.
Close · 2 min. Choose exact next teaching from key; Card 140 is practice only after check.

Use Week 27 and Week 28 to sample science observation and HASS questioning separately. Maths result does not establish either subject's full description.