Code: AC9M2SP02. Goal: use an unseen 2D representation to locate, trace and repair directions. Prepare: closed Day 15 learner check, Map A for rehearsal, staff key.
- Invite · 2. Say: “Today I want to see how you read a map you have not used yet. If you are unsure, show the part you do know.”
- Model · 5. On Map A only, rehearse
B2 → B1 → C1and how to record start, arrows, finish. Do not display Map B or its answers. - Guided · 6. Still on Map A, have children independently point to D4 and then compare with a partner. Rehearse the fixed page orientation and one-square rule. Collect or turn over Map A.
- Held-out independent · 6. Give Map B. Learners answer items 1–2 without partner hints; read words neutrally if needed. Offer scribe/pointing/AAC and record assistance.
- Held-out exit · 4. Learners answer items 3–4. No answer is discussed until work is retained. If a learner needs more time, finish privately later rather than rushing or scoring a blank as misconception.
- Note · 2. Mark rubric evidence and the exact next move from the teacher key. D15-A/B/C choices are unscored later practice, not preview items for this check.
Access/home/extension: A 4 × 4 text grid, enlarged/tactile copy and adult reader are equivalent access routes; the adult does not steer the counter. Optional home practice uses D15 choice cards after the check.
Week 4 · the quantity stays while its groups change
Use H = hundreds, T = tens, O = ones; read these labels aloud and show full words on the exchange mat. A paper hundred-square is one group of 100, not a count of a pictured object's physical size. One H ↔ ten T; one T ↔ ten O. If a child cannot yet trust an exchange, count the ten strips/singles before moving on.