# Start with one useful job

Choose one complete A/B/C brief. Prepare scrap paper, labels and suitable large counters. Read the teacher model, then hide it before own work. Finish with a pack plan, checked comparison or usable organiser note.

The lesson plan has been reviewed. These lesson pages, materials and optional Plan Bench are still awaiting independent checks and a walkthrough before release. Review each activity for your learners and school plan. Printing, assistive technology and classroom use have not yet been trialled. Read-aloud scripts are written only; recorded audio and reviewed translations are not included. This fortnight does not cover a full year or have approval for every state.

## Flexible access

- Keep the mathematical purpose when changing mode. Do not assume a diagnosis predicts a preferred way to learn.
- Offer a quiet place, one instruction at a time, a preview of the steps, a pause card and a visible finish point. No countdown, flashing rewards or forced sound.
- Provide large text, high contrast, plain borders and a complete text alternative to each visual. Colour must never carry the only meaning.
- For motor access, use a selection-and-destination control rather than drag-only interaction, large physical pieces or an adult moving pieces as directed.
- For language access, explain group, each, total, left, fee, estimate and budget using the current story. Home-language explanations and bilingual notes are welcome; mathematical reasoning is assessed separately from spelling or English fluency.
- Reduce a number range or show part of a model when appropriate, then record the change. These supports do not certify the original task independently completed.
- No translation is represented as verified without a fluent reviewer and a recorded version. No invented First Nations language words, stories or cultural designs; seek the appropriate community’s permission and language guidance before a local cultural adaptation.

## Complete class routine

About 35–45 minutes, or several shorter visits. This is an unpiloted planning suggestion, not a QCAA condition or a required dose.

- Connect: 3–5 minutes. Read the purpose. Ask what the numbers count and which amount is missing. Permit quiet thinking before replies.
- Model: 7–10 minutes. Use the day’s exact demonstration. Point to every term in the representation. Show the worked answer as a teacher example, then remove it before individual work.
- Try: 10–15 minutes. Learner chooses A, B or C after the teacher checks number demand. Make, draw, explain, sign, point or type; adults may scribe exactly what is dictated. Ask for the contextual unit and one check.
- Compare: 5–8 minutes. Share two strategies with consent. A learner may use an anonymous sample or work privately. Discuss the supplied work, not the person.
- Exit: 3–5 minutes. Use a C item individually. Record mathematical reasoning and the support given. Revisit the matching next-teaching target when needed.

Record actual exposure, hints, reading/scribing, changed quantities and calculator use. No route letter identifies a learner type. Copied/group answers do not prove individual annual mastery.

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