# Ten teacher-ready 25-minute mathematics scripts · Days 171–180

Prepare the day's exact [practice set](MATERIALS.md), matching [clean learner card](LEARNER-CARDS.md), suitable [original A4/text/tactile aid](print/TEXT-ALTERNATIVES.md) and one [optional worked swap](PRACTICE-SWAPS.md) if useful. Each six-step routine totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. The two [public fresh checks](STUDENT-CHECKS.md) and separate [public staff key](teacher/KEY-AND-NEXT.md) are formative only. Keep first child-controlled mathematics, neutral access support, adult content prompts and later revision separate. Count like pieces and preserve fixed spatial landmarks. Choice routes are not ability labels.

## Week 35 · Day 171 · Deal one to each puppet tray

**Target/code:** represent equal sharing of six broad paper pieces between two fictional recipients using one-to-one dealing and counted evidence; AC9MFN06. **Prepare:** P171 six large blank message cards, two labelled puppet trays and [share mat](print/share-and-group-mat.pdf).

1. **Notice · 3 min.** Tell a no-touch puppet story: two paper puppets are to receive the same number of six blank message cards. Ask what “same number” would look like on two trays.
2. **Model · 4 min.** Deal one card to each tray, then pause with four to go. Name the repeated action “one for A, one for B”; do not finish the model for the child.
3. **Guide · 5 min.** Child/directing adult places the remaining cards one per tray in turn and checks that none was hidden. Ask the child to count both trays separately.
4. **Independent route · 7 min.** Use Day 171 A/B/C in a pretend puppet post, book pocket or toy-stage context. Require 3/3 and a matching/counting reason rather than the word “fair” alone.
5. **Evidence check · 4 min.** Deliberately move one card from A to B. Ask whether the paper split remains equal and how the child could repair it. Record the first explanation before helping.
6. **Exit · 2 min.** Child shows one matched pair. If they count all six without recipient groups, next time deal one-to-one again with a different safe set.

## Week 35 · Day 172 · Compare the two kiosk shares

**Target/code:** share eight like paper tickets equally between two model kiosks, then verify no card remains and both counts match; AC9MFN06. **Prepare:** P172 eight broad tickets, two kiosk trays and [share mat](print/share-and-group-mat.pdf).

1. **Notice · 3 min.** Show eight pretend tickets in a neutral centre pile. Ask whether a visual pile beside one kiosk already tells us each kiosk's share; it does not.
2. **Model · 4 min.** Pair the first two tickets, one for each kiosk. Point to both recipient trays before continuing; avoid stating the final count.
3. **Guide · 5 min.** Child chooses repeated dealing or matching pairs for the remaining six, with an adult mover if needed. Count the final groups once.
4. **Independent route · 7 min.** Day 172 A/B/C uses kiosk, model ferry deck or gallery-wall fiction. Each route shows 4/4, no left-out ticket and an equal-share reason.
5. **Reason check · 4 min.** Ask “If one kiosk had five and the other three, would they have the same number?” Let the child compare by moving or matching, without judging real people's needs.
6. **Exit · 2 min.** Child explains one way to check equality. If number-word sequence is unreliable, use one-to-one partner pairs and a new smaller set later.

## Week 35 · Day 173 · Groups, not recipients

**Target/code:** represent nine broad cards as equal groups of three and distinguish group size from number of groups; AC9MFN06. **Prepare:** P173 nine pretend roof cards and three wide empty frames on the [grouping mat](print/share-and-group-mat.pdf).

1. **Notice · 3 min.** Read “Put three roof cards in each kit.” Ask what will tell us a kit is complete; one, two, **three** cards together.
2. **Model · 4 min.** Fill the first wide group frame with three cards, counted once; say “one complete group of three” rather than “three groups”.
3. **Guide · 5 min.** Child/directing adult fills the next frames with the remaining six cards. Keep frames visibly separate and check none remains.
4. **Independent route · 7 min.** Day 173 A/B/C in a toy roof kit, library tab bundle or music-card case requires **three cards per group** and **three complete groups**.
5. **Evidence check · 4 min.** Point to one frame, then the whole mat; ask separately “How many cards here?” and “How many groups here?” Record any swapped labels before feedback.
6. **Exit · 2 min.** Child names or shows a complete group. If they make uneven groups, reset one group at a time and check each against a model frame.

## Week 35 · Day 174 · Where did the equal groups go?

**Target/codes:** make two equal groups of broad paper pieces and describe each group's location relative to fixed familiar room markers; AC9MFN06, AC9MFSP02. **Prepare:** P174 four cards, two trays and [room mat](print/room-location-mat.pdf) with DESK A, DESK B and PUPPET fixed.

1. **Notice · 3 min.** Show the two desk markers and puppet marker on the paper room. Ask “What can be **between** two desks?” Keep the named landmarks unmoved.
2. **Model · 4 min.** Deal one card to each of two trays, then show the first tray in the open space between DESK A and DESK B. Say “the tray is between these two desks”, naming both.
3. **Guide · 5 min.** Child finishes dealing four cards into 2/2, puts the second tray beside the fixed puppet and describes its place. An adult moves a tray only on the child's directions.
4. **Independent route · 7 min.** Day 174 A/B/C uses a model room, puppet rehearsal or paper campsite. Require **equal groups and two relational location statements**, not handwriting or body movement.
5. **Reason check · 4 min.** Shift a tray away from both desks while keeping landmarks fixed. Ask if “between the desks” is still true, and which physical relation changed.
6. **Exit · 2 min.** Child gives one group count and one named landmark relation. If “between” lacks a reference, ask “between which two?” in a later new case.

## Week 35 · Day 175 · Fresh share, group and place check

**Target/codes:** independently model equal share and grouping in a new paper-room case and describe location relative to fixed markers; AC9MFN06, AC9MFSP02. **Prepare:** unseen [Check A](STUDENT-CHECKS.md), separate teacher-held [check setup](print/teacher-held-checks.pdf) and fixed room mat. Do not rehearse its values.

1. **Welcome · 3 min.** Say the new paper task helps choose the next lesson. It is not a race or a judgement about real people.
2. **Access · 4 min.** Set the two card sets separately, broad trays and fixed landmarks. Give neutral read-aloud, AAC or adult movement; do not preview group counts or placements.
3. **First share · 5 min.** Child deals the first set equally between two trays and shows how they checked. Save the first child-controlled arrangement before any repair.
4. **Independent response · 7 min.** Clear/reset, then child groups the second set in exact pairs and directs/places two groups in GROUP AREA 1/2. Any of Check A's A/B/C routes can show the same actions and spatial evidence.
5. **Boundary · 4 min.** Ask separately how many in each share, how many **groups** in the second story, and how each area relates to the fixed desk/puppet landmarks. Do not supply the relation words before the first description. Record content help separately; consult the [public staff key](teacher/KEY-AND-NEXT.md) only after first responses.
6. **Close · 2 min.** Give one next-step feedback move. Later offer Day 175 [after-check practice](LEARNER-CARDS.md) with different objects and values.

## Week 36 · Day 176 · Teach the two-card unit

**Target/code:** recognise, copy and continue a two-position repeating shape pattern, naming its whole unit; AC9MFA01. **Prepare:** P176 six broad CIRCLE/TRIANGLE cards and two blanks on [repeat mat](print/repeat-unit-mat.pdf).

1. **Notice · 3 min.** Place CIRCLE, TRIANGLE, CIRCLE, TRIANGLE. Ask what seems to come around again; do not accept colour as the only rule.
2. **Model · 4 min.** Box the **circle–triangle** pair and copy that pair once. Say a repeat needs both positions in order.
3. **Guide · 5 min.** Child builds the six-card P176 strip and marks each full pair. Ask what comes after the sixth card.
4. **Independent route · 7 min.** Day 176 A/B/C can use broad shape cutouts, picture-book marks or model bus signs. Require the unit and the next **two** cards, not one lucky prediction.
5. **Evidence check · 4 min.** Hide one card in the middle. Ask child to restore the pair order and tell how they knew, then check against the visible repeats.
6. **Exit · 2 min.** Child teaches an adult the two-card unit. If they cannot name the part, provide two boxed pairs and ask what each box shares.

## Week 36 · Day 177 · Pattern without needing sound

**Target/code:** recognise/copy/continue an alternating TAP–CLAP cue in two or more representations; AC9MFA01. **Prepare:** P177 broad word/picture cards, adult cue or optional [original WAV and exact alternative](audio/TEXT-ALTERNATIVE.md). No child hearing or clapping is required.

1. **Notice · 3 min.** Adult points to TAP, CLAP, TAP, CLAP on cards while optionally making the cues. Ask which two labels return; let the child choose paper, touch or sound.
2. **Model · 4 min.** Box TAP–CLAP as one complete unit, then copy it on the table. Do not assess rhythm speed or volume.
3. **Guide · 5 min.** Child/directing adult lays out six cues P177 in order; if using sound, pause and check against the printed exact transcript.
4. **Independent route · 7 min.** Day 177 A/B/C can be a pretend stage cue, paper sign sequence or tactile strip. Require next TAP–CLAP and a description/point to the two-part unit.
5. **Reason check · 4 min.** Swap one middle CLAP/TAP card. Ask the child where the repeat breaks and what repair restores it.
6. **Exit · 2 min.** Child points, signs, says or directs the unit once. If sound is inaccessible, the visual/tactile equivalent is the complete task.

## Week 36 · Day 178 · A three-place repeat

**Target/code:** identify and continue a three-position repeating unit rather than only predicting its first next card; AC9MFA01. **Prepare:** P178 CIRCLE, CIRCLE, SQUARE repeated twice, three blanks and [repeat mat](print/repeat-unit-mat.pdf).

1. **Notice · 3 min.** Show the six cards; ask what repeats in the same order. Some children may see “two circles then a square”; accept pointing as well as words.
2. **Model · 4 min.** Box the first CIRCLE–CIRCLE–SQUARE and match it to the second full three-card part.
3. **Guide · 5 min.** Child copies the strip and marks the boundary between two units, using large cards or adult-directed placement.
4. **Independent route · 7 min.** Day 178 A/B/C in a toy border, fictional flag mark or gallery label requires the whole three-card unit and next **three** cards.
5. **Evidence check · 4 min.** Offer a proposed continuation CIRCLE–SQUARE–CIRCLE. Ask child to compare all three places and repair the wrong order.
6. **Exit · 2 min.** Child shows where the unit begins again. If only the next circle is known, box the first whole unit and copy a fresh one later.

## Week 36 · Day 179 · A shape reason supports a pattern

**Target/codes:** recognise/create familiar shapes in a fictional object drawing with boundary reasons, then continue a triangle–circle border; AC9MFA01, AC9MFSP01. **Prepare:** P179 [shape reason cards](print/shape-reason-cards.pdf), broad cutouts and [repeat mat](print/repeat-unit-mat.pdf).

1. **Notice · 3 min.** Show a made-up toy place: triangular roof, circular window and oblong rectangular door. Ask what feature makes the roof a triangle, beyond its colour.
2. **Model · 4 min.** Trace the three straight roof sides and corners, then the continuous curved window boundary. Name TRIANGLE and CIRCLE from features.
3. **Guide · 5 min.** Child finds the rectangle door, names a straight-side/corner reason, and creates one broad triangle or circle from a safe cutout or directed adult drawing.
4. **Independent route · 7 min.** Day 179 A/B/C asks for two reasoned shape names, one created matching shape and continuation of the TRIANGLE–CIRCLE border. A paper theatre or model garden can substitute as fiction.
5. **Reason check · 4 min.** Offer a rounded blob and a three-sided outline; ask which has a triangle reason. Then ask what border card comes after TRIANGLE–CIRCLE–TRIANGLE–CIRCLE.
6. **Exit · 2 min.** Child shows one shape feature and the repeating pair. Do not score neat drawing or infer recognition in every real environment.

## Week 36 · Day 180 · Fresh unit and shape check

**Target/codes:** independently copy/continue a new three-position repeat and recognise/create two familiar shapes with reasons; AC9MFA01, AC9MFSP01. **Prepare:** unseen [Check B](STUDENT-CHECKS.md) and teacher-held [fresh-check print](print/teacher-held-checks.pdf). Do not preview its unit or drawing.

1. **Welcome · 3 min.** Explain that a new paper model helps decide what to practise. No sound, time pressure or polished drawing is required.
2. **Access · 4 min.** Offer broad cards, raised/text boundaries, neutral read-aloud, AAC or child-directed adult placement. Do not point to the next card or supply the shape reason.
3. **First unit · 5 min.** Child copies the fresh given strip and marks/points to the whole repeating part. Save the first unit identification before a hint.
4. **Independent response · 7 min.** Child places all three next cards, finds the two shapes in the new pretend station drawing, gives a boundary reason and creates one matching shape. A/B/C in Check B carry the same targets.
5. **Boundary · 4 min.** Ask which repeated part justified the continuation and which physical boundary justified each shape name. Record access separately from content prompts; use [public staff key](teacher/KEY-AND-NEXT.md) after capture.
6. **Close · 2 min.** Give one next step, then offer Day 180 [after-check practice](LEARNER-CARDS.md) with a different unit and invented drawing.

The [twenty optional swaps](PRACTICE-SWAPS.md) support new contexts but are not a compulsory second lesson. The [desk run-through](RUN-THROUGH.md) reports offline checks only; local educators must inspect pieces, accessibility and their state/territory sequence.