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Day 143 — The same rule can sound or look differentFoundation Maths · T3 W29–30 · Day 143 lesson

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Foundation / Mathematics / Term 3 / Weeks 29 30

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 · Optional practice · 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: represent a three-position repeating unit in sound/mark forms. Proposed code: AC9MFA01. Prepare: P2, Card 143; audio optional, never required.

  1. Listen/see · 3 min. Show or state P2 once: tap, tap, rest, tap, tap, rest. Provide a visual/tactile pulse simultaneously if needed.
  2. Model · 4 min. Place two TAP tokens and one thick REST bar in a three-cell frame; move frame to next cycle.
  3. Guide · 5 min. Child aligns first six symbols on the printed row or tactile strip, then marks the next three as a complete unit.
  4. Independent translate · 7 min. Child chooses quiet drum, desk-free visual flash or paper show, and gives the same order in a second medium without needing to make sound.
  5. Check · 4 min. Present tap, rest, tap; ask whether it preserves P2's unit and where the mismatch begins.
  6. Exit · 2 min. Child names all three positions. If rest is omitted, give it a thick tactile/blank-space marker tomorrow.

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