# Ten teacher-ready 25-minute mathematics scripts · Days 181–190

Prepare the exact [source set](MATERIALS.md), the day's [learner card](LEARNER-CARDS.md), a [print/text/tactile aid](print/TEXT-ALTERNATIVES.md) and, if useful, one [optional worked swap](PRACTICE-SWAPS.md). Each routine totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Say the investigative question **for** the child; AC9MFST01 here is a response to a given question, not question invention. When a model is checked, permit “my first idea was confirmed” as well as a revision. Read-aloud, AAC and child-directed adult movement are access, not a mathematical hint. Choice routes do not label learners.

## Week 37 · Day 181 · The label packet, not the whole library

**Target/codes:** collect and sort the ten supplied BOOK/MAP pictures for a given question; quantify and compare 6 to 4 with a reason; AC9MFST01, AC9MFN03. **Prepare:** P181 and the [sort mat](print/given-question-sort-mat.pdf).

1. **Notice · 3 min.** Read the given question: “In **these ten supplied labels**, which picture is more common?” Point to the source boundary: one packet, not a real library.
2. **Model · 4 min.** Place a single BOOK and MAP picture in their matching labelled columns, then leave the rest mixed. Show one mark for each moved picture.
3. **Guide · 5 min.** Child/directing adult moves the remaining pictures once each, counts each column and checks that 6 + 4 accounts for all ten. Pause if a card is lost.
4. **Independent route · 7 min.** Day 181 A/B/C all require a sorted representation, counts **6 BOOK/4 MAP**, and a more-than explanation. Context may be a paper packet of reading-room icons or toy shelf tags, never a real service census.
5. **Evidence check · 4 min.** Ask “Can we say most real library users choose books?” Elicit “No; we only counted these supplied pictures.” Pair one-to-one if the child relies on column length.
6. **Exit · 2 min.** Child shows one mark attached to one source picture. Next step for double counting: move a picture to a DONE area after marking.

## Week 37 · Day 182 · Sign pictures in one envelope

**Target/codes:** collect/sort SUN and CLOUD pictures and compare 5 to 7 by counting or one-to-one matching; AC9MFST01, AC9MFN03. **Prepare:** P182 and [compare board](print/one-to-one-compare-board.pdf).

1. **Notice · 3 min.** Give the question “Which sign picture has more **in this envelope**?” State that these are invented sign designs, not a forecast.
2. **Model · 4 min.** Move one SUN and one CLOUD into a matched row; tell how one-to-one pairing avoids a long-row illusion.
3. **Guide · 5 min.** Child sorts all twelve, pairs matching positions, counts 5 SUN and 7 CLOUD, and checks the total is twelve.
4. **Independent route · 7 min.** Day 182 A/B/C may use large pictures, a drawn match line or spoken/AAC directions to an adult. Require the same counts, CLOUD more, and two unpaired CLOUD pictures or a counted reason.
5. **Reason check · 4 min.** Spread the five SUN far apart. Ask whether spreading changed the number; recount rather than judging by occupied space.
6. **Exit · 2 min.** Child states the comparison only for this envelope. If unsure, begin next lesson with three pairs and one remaining card.

## Week 37 · Day 183 · The same ten cards, two given questions

**Target/codes:** re-sort one fixed ten-card set by two different visible attributes and answer each **given** question without mixing tallies; AC9MFST01, AC9MFN03. **Prepare:** P183 [picture card sheet](print/two-question-picture-cards.pdf), two copies of the sort mat.

1. **Notice · 3 min.** Show BUS+STAR, BUS+PLAIN, BIKE+STAR and BIKE+PLAIN picture types. Read the first given question: “Which vehicle icon is more **on these cards**?” No child travel question.
2. **Model · 4 min.** Place one BUS+STAR under BUS for the first question. Explain why STAR is ignored **for now**, not erased from the source.
3. **Guide · 5 min.** Sort/count all ten: 6 BUS and 4 BIKE. Reset the **same** ten cards, then read the second given question about STAR versus PLAIN.
4. **Independent route · 7 min.** Day 183 A/B/C show the second sort 3 STAR and 7 PLAIN, compare, and say which attribute answered which question. Adult may reset on child direction.
5. **Evidence check · 4 min.** Ask whether 6 BUS + 7 PLAIN means thirteen cards. Child identifies the double use of **same** source and checks each sort separately totals ten.
6. **Exit · 2 min.** Child points to one BUS+STAR card and names how its category changes with the question. If tallies mix, place two labelled mats side by side next time.

## Week 37 · Day 184 · Count the cue symbols, not the space

**Target/codes:** collect/sort eleven supplied theatre cue pictures and compare 8 TRIANGLE to 3 CIRCLE with item-based evidence; AC9MFST01, AC9MFN03. **Prepare:** P184 and [sort mat](print/given-question-sort-mat.pdf).

1. **Notice · 3 min.** Read the given question “Which cue picture is more **on this pretend theatre sheet**?” A cue picture is not a real performance count.
2. **Model · 4 min.** Draw one tally mark beside one TRIANGLE card and put that card in a DONE row. Draw a second mark only for a second card.
3. **Guide · 5 min.** Child completes a two-column sort, checks every source card exactly once, counts 8 TRIANGLE and 3 CIRCLE.
4. **Independent route · 7 min.** Day 184 A/B/C use cards, a pen-tracked sheet or child-directed adult moves. Require both counts and a demonstration that TRIANGLE has more, such as five unmatched triangle cards.
5. **Boundary · 4 min.** Ask “Does this tell us which shape performers prefer?” No: these are invented cue images, not answers from people. Then intentionally leave one card outside the sort and let child repair the missing count.
6. **Exit · 2 min.** Child names a source-completeness check. If marks are not one-to-one, try a physically moved DONE column tomorrow after the fresh check.

## Week 37 · Day 185 · Fresh question-and-sort check

**Target/codes:** independently sort, count and compare a **new** supplied picture set in response to a given investigative question, with source-limited explanation; AC9MFST01, AC9MFN03. **Prepare:** unseen [Check A](STUDENT-CHECKS.md), teacher-managed [fresh picture sheet](print/check-a-picture-sheet.pdf). No practice with its icons/quantities.

1. **Welcome · 3 min.** Say: “This new paper question shows what to practise next. It is about the supplied cards only.” No timed-race framing.
2. **Access · 4 min.** Offer broad pictures, read-aloud/AAC, pointing or adult card movement, and a clean labelled sort mat. Do not pre-sort or state either count.
3. **First sort · 5 min.** Read the **given** Check A question. Child selects/moves every card exactly once and leaves a visible count trail; retain the first child-controlled arrangement.
4. **Independent response · 7 min.** Check A A/B/C routes all require two counts, which category has more, and how the child checked. Do not use the teacher key yet.
5. **Boundary · 4 min.** Ask what source the answer covers. Record any adult content prompt separately; consult the [public teacher-targeted key](teacher/KEY-AND-NEXT.md) only **after** first responses.
6. **Close · 2 min.** Give one response-based next move, then optional [after-check practice](LEARNER-CARDS.md) with different pictures and values.

## Week 38 · Day 186 · A numeral must match the objects

**Target/codes:** recount and represent a fourteen-object collection, compare its count with a separate “15” claim and explain a correction or confirmation; AC9MFN01, AC9MFN03. **Prepare:** P186 and [first/check/now mat](print/first-check-now-mat.pdf).

1. **Notice · 3 min.** Show fourteen broad drawn boxes and a separate claim card reading **15**. Ask “How could we find out whether the numeral matches **this** set?”
2. **Model · 4 min.** Move the first two boxes into a counted row, touching each once and saying one, two. Stop before the answer.
3. **Guide · 5 min.** Child counts all fourteen, then makes a second check by pairing each box with a new mark or grouping as ten and four.
4. **Independent route · 7 min.** Day 186 A/B/C represent 14 with objects/marks/numeral, compare it with 15, and explain that the card is one too high. Adult can write the child's chosen numeral.
5. **Evidence check · 4 min.** Ask which changed: the objects or the claim? The set stayed fourteen; the claim was revised. If the first child answer was already fourteen, say “confirmed after checking” rather than inventing a mind change.
6. **Exit · 2 min.** Child shows one-to-one tracking. If the recount drifts, use a DONE line and check five objects at a time with a new case.

## Week 38 · Day 187 · A long-looking row can hold fewer

**Target/code:** verify and compare two small collections despite spacing, using counting or one-to-one matching and a reason; AC9MFN03. **Prepare:** P187 and [compare board](print/one-to-one-compare-board.pdf).

1. **Notice · 3 min.** Show seven widely spaced dots and eleven compact dots. Invite an initial prediction without marking it right or wrong.
2. **Model · 4 min.** Draw one matching line from one dot in A to one dot in B; name the rule that a dot may be matched once.
3. **Guide · 5 min.** Child continues matching or counts each row with a moved pointer, then checks seven and eleven against the same source.
4. **Independent route · 7 min.** Day 187 A/B/C show B has more, with four unpaired B dots or a counted comparison. A child may confirm an accurate first prediction.
5. **Reason check · 4 min.** Move **spacing only** on a copied paper row. Ask what would have to change for the number to change: adding/removing a dot, not spreading it.
6. **Exit · 2 min.** Child names “I thought / I checked / now I know” in speech, AAC, marks or pointing. If lines cross and confuse, use two simple vertical columns next time.

## Week 38 · Day 188 · Check an add-to display

**Target/code:** model a practical addition as a visible starting collection and added collection, quantify the end and test a shown claim; AC9MFN05. **Prepare:** P188 and [start/change/end mat](print/start-change-end-mat.pdf).

1. **Notice · 3 min.** Tell a fictional display story: five broad square stickers are on a sheet; three more arrive. A printed card claims seven at the end. Ask how to check with objects.
2. **Model · 4 min.** Put the five START stickers in a frame and mark three ADD stickers in a second frame; keep them separate until the child checks.
3. **Guide · 5 min.** Child combines or counts on to get eight, then reconstructs the change without relying on the printed seven.
4. **Independent route · 7 min.** Day 188 A/B/C show **5 + 3 = 8** with objects, marks or directed adult movement, and correct the shown seven with a reason.
5. **Evidence check · 4 min.** Remove the three ADD stickers from the model and ask what remains; the five START stickers test whether the model was built correctly. Do not score symbol writing.
6. **Exit · 2 min.** Child gives a checked end amount and one model move. If they merely repeat the claim, start next time with a claim hidden until after modelling.

## Week 38 · Day 189 · Check a take-away display

**Target/code:** model visible subtraction, keeping removed objects in an OUT area, and verify an end result from the start/change/end story; AC9MFN05. **Prepare:** P189 and [change mat](print/start-change-end-mat.pdf).

1. **Notice · 3 min.** A fictional paper parcel has eight broad tokens; two are moved out. A display says five remain. Ask whether a new model agrees.
2. **Model · 4 min.** Count eight into START, visibly move **one** into OUT, and let the child make the second removal.
3. **Guide · 5 min.** Child counts six still in the parcel, then checks six IN plus two OUT accounts for all eight original tokens.
4. **Independent route · 7 min.** Day 189 A/B/C show **8 − 2 = 6** through broad cards, drawn marks or adult movement under child direction; say why displayed five needs repair.
5. **Reason check · 4 min.** Ask whether a missing token outside both IN and OUT would make a fair test. Reset the eight-token source before concluding.
6. **Exit · 2 min.** Child points to the start, removed and remaining parts. If “removed” is conflated with “remaining”, label OUT clearly in a new case.

## Week 38 · Day 190 · Fresh model-recheck check

**Target/codes:** independently quantify/compare two new supplied collections, then re-model a new add-to story and test a displayed result; AC9MFN03, AC9MFN05. **Prepare:** unseen [Check B](STUDENT-CHECKS.md) and [teacher-managed print](print/check-b-model-sheet.pdf). Keep its source values distinct from practice.

1. **Welcome · 3 min.** Say: “A first idea can be confirmed or repaired. What matters is checking the supplied paper pieces.” This is a formative check, not a race.
2. **Access · 4 min.** Show the complete fresh sets, broad paper marks and a blank compare/change mat. Offer neutral read-aloud or child-directed movement without pointing to the correct answer.
3. **First comparison · 5 min.** Child predicts if wanted, then counts/pairs the two fresh rows. Capture the first child-controlled comparison and reason.
4. **Independent response · 7 min.** Child models the fresh START and ADD story without using the displayed result as an answer; compares model to display using Check B A/B/C route.
5. **Boundary · 4 min.** Ask what stayed fixed in each supplied set and whether their first idea was confirmed or revised. Record any content hint. Use [public teacher-targeted key](teacher/KEY-AND-NEXT.md) after capture.
6. **Close · 2 min.** Give one next move, then optional [after-check practice](LEARNER-CARDS.md) with new values. Do not claim a changed mind if the first idea was correct.

The [twenty worked swaps](PRACTICE-SWAPS.md) are optional. The [desk run-through](RUN-THROUGH.md) verifies offline artifacts only; local educators still need to check state sequencing, actual access and classroom use.