Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

C-first · An equal drawing share · staff and four next routesYear 1 Maths · T2 W15–16 · Teacher · Teacher / Held / C first

Eligibility and exposure

Teach each requested sharing/grouping/repeated-whole/model/check component first. Check whether this full source/prompt/model was already exposed. A rehearsed case is supported practice, not an independent first sample. First/later names do not establish official complexity or familiarity. Separate novel equivalent sources need new recorded identities and criteria.

Allowed access support

Read the complete source and exact prompt, supply accessible/tactile/AAC/sign/large presentation, processing time or an exact scribe. Do not deal rounds, choose groups, point to the answer or calculate for the child. Preserve first work and label any later mathematical hint.

Separate neutral whole source

Matching learner four-response page

Matching four-response paper

Exact matching original vector · Complete terms

Complete matching alternative

C-first-Q1

How many drawing cards should each recipient receive, and how many should stay aside?

Component criterion · staff only

Names 4 drawing cards per recipient and 2 whole drawing cards aside.

Worked possibility · staff after first response

Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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, then 12+2=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.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT09 next-teaching lesson

C-first-Q2

Show a model of all 14 drawing cards shared equally between the 3 recipients with leftovers aside.

Component criterion · staff only

Represents all 14 members exactly once across 3 equal recipient groups of 4 and a separate 2 leftover group.

Worked possibility · staff after first response

Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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, then 12+2=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.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT10 next-teaching lesson

C-first-Q3

A pretend helper suggests: “Give the two spare cards to just one display.” Does that fit this job? Explain using the collection.

Component criterion · staff only

Rejects giving the spare cards to one recipient because it makes the stated equal shares unequal; keeps 4 each/2 aside.

Worked possibility · staff after first response

Rejects giving the spare cards to one recipient because it makes the stated equal shares unequal; keeps 4 each/2 aside. Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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, then 12+2=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.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT11 next-teaching lesson

C-first-Q4

Show a check of the equal shares and the whole original collection.

Component criterion · staff only

Checks all 3 recipient amounts are equal and recombines/recounts their 12 members plus 2 aside to recover 14.

Worked possibility · staff after first response

Name 14 as the whole collection and 3 as the known number of recipients. Deal one drawing 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 drawing cards; 2 whole drawing 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, then 12+2=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.

Keep exact source identity, first wording/model, date and actual access/mathematical support. Judge this requested component shown/not yet shown/not observed, not an automatic grade. Full-year AP/MC/WW/EX/BA/achievement judgement needs actual moderated folio evidence.

Whole individual NEXT12 next-teaching lesson

Original future-handoff wording remains in the preserved written contract. The matching routes above are actual Source pages; classroom use, independence and annual evidence are not inferred.

Ordinary seven-heading paper · different purpose