Code: AC9M3SP02. Goal: transfer interpretation and creation to a new fictional layout. Prepare: closed Day 15 learner check, Map A only for rehearsal, staff key.
- Invite · 2. Say: “Today your own map reading and map making will tell us what to practise next.”
- Model · 5. Rehearse only Map A: find entrance A1, describe garden bed A3 as lower on the same column, then check a classmate's three-cell plan from Day 13. Hide these examples.
- Guided · 6. Give a fresh 3 × 3 practice grid with post centre, seat above, bin right. Learners place independently then compare. Do not show the held-out map or its layout.
- Independent check · 6. Give unseen Map B and items 1–2. Read neutrally or let the child use text/tactile copy; record access support and any mathematical cue. No partner hints.
- Check exit · 4. Items 3–4 ask the learner to create and repair. Retain the first answer before feedback. If time/access is insufficient, complete privately later and mark it unfinished until then.
- Note · 2. Mark the staff rubric by interpretation, relation, creation and repair. D15 cards are unscored later practice, not check previews.
Access/home/extension: Use a raised 5 × 5 Map B or its text table; adult may move symbols exactly as directed. At home, use later-practice cards after the check, not a copied check answer.
Week 4 · a quantity can have different groupings
TT = ten-thousands, Th = thousands, H = hundreds, T = tens, O = ones. Use full words aloud. One TT ↔ ten Th; one Th ↔ ten H; one H ↔ ten T; one T ↔ ten O. Keep a standard numeral visible while regrouping, since a non-standard set of groups is not a new numeral. Use actual pieces for H/T/O, and labelled cards/envelopes for larger groups. Place-exchange aid provides a labelled layout and text alternative.