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Same amount in every kit · complete teacher lessonYear 1 Maths · T2 W15–16 · Teacher · Teacher / Day 72

Purpose

Keep the whole, recipient count and per-kit amount distinct across three recipients.

Time and choice

About 20–30 minutes, unpiloted. Choose one route; shorten, split or pause. Days 71–80 are flexible sequence slots, not attendance or a claim about 195/200 calendar days.

Materials

Plain paper, a pencil or child-directed marks, safe large pieces and named places. A place can be a drawn box or spoken label. No food, real money, purchase, printer, account or device required. A helper moves only the piece/place the child chooses.

Entry

Use three clearly named places. Give one fresh card to each and count the completed round. Ask how many places there are and what remains available; if source reading blocks access, read it without choosing a share amount.

When a confusion appears

A child may count the whole 12 and label each kit 12. Contrast a new six-card/three-kit collection and check how the whole is split; whole and each are different questions.

Access choices

Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.

Choose a job and check entry · 0–3

Use three clearly named places. Give one fresh card to each and count the completed round. Ask how many places there are and what remains available; if source reading blocks access, read it without choosing a share amount.

Teach a whole different example · 3–9

Twelve whole plant sketch cards must be shared equally between three drawing kits. How many cards belong in each kit? After the first chosen attempt, demonstrate: Name 12 as the whole collection and 3 as the known number of recipients. Deal one plant sketch card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 plant sketch cards; 0 whole plant sketch cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4 + 4=12. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job. Then introduce the complete different source Ten whole map cards are shared equally between two pretend map-making teams. How many cards does each team get? Discuss the change in purpose/quantities rather than presenting a shortcut answer.

Try a new source together · 9–15

Nine new route-picture cards shared between three folders; guided 3 each. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names.

Choose a practical route · 15–22

Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint.

Make a usable outcome · 22–25

Make a sharing instruction for the chosen job that a helper can follow. Include the exact source identity, useful answer unit and any whole leftovers. Invite a willing helper to follow it; if no helper is available, the child can point through the instruction. A planned invitation is not evidence that another person used it.

Check evidence and choose next teaching · 25–29

Fresh twelve photo-free picture marks shared between three named places:4 each, all 12 accounted for. Record the particular component shown/not yet shown/not observed and actual support. Select the specific unrelated next lesson after the first record; do not turn a revised answer into a new independent sample.

D72-R1 · Make three recipe folders

Useful outcome

A sharing instruction for the chosen job that a helper can follow.

• Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
• Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
• Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
• Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.

Adult model · after the first attempt

Name 15 as the whole collection and 3 as the known number of recipients. Deal one recipe-picture card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 5 complete rounds each recipient has 5 recipe-picture cards; 0 whole recipe-picture cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 5 + 5 + 5=15. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.

Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.

Matching neutral route and empty record

D72-R2 · Two drawing teams

Useful outcome

A sharing instruction for the chosen job that a helper can follow.

• Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
• Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
• Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
• Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.

Adult model · after the first attempt

Name 14 as the whole collection and 2 as the known number of recipients. Deal one shape card to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 7 complete rounds each recipient has 7 shape cards; 0 whole shape cards remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 7 + 7=14. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.

Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.

Matching neutral route and empty record

D72-R3 · Share a pretend delivery

Useful outcome

A sharing instruction for the chosen job that a helper can follow.

• Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
• Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
• Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
• Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.

Adult model · after the first attempt

Name 12 as the whole collection and 3 as the known number of recipients. Deal one parcel mark to each recipient in a complete round, or make a different equal-allocation model the child can explain. After 4 complete rounds each recipient has 4 parcel marks; 0 whole parcel marks remain aside. Check every recipient has the same amount and that every member of the original collection is in exactly one recipient place or the leftover place. The collection check is 4 + 4 + 4=12. The requested answer names an amount per recipient, not the total or number of recipients. Do not split a whole card or invent more members; another fairness arrangement would need a different agreed job.

Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.

Matching neutral route and empty record

Whole introductory sources

C03 · Garden sketch kits

C04 · Map-making partners

Six-heading paper for C03

Complete written optional read-aloud

Full optional two-session project