Teacher plan · Day 64

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

Prepare and access

Prepare scrap paper, suitable large counters and labels. Prices/fees/offers and transport capacities are fictional. Device use is optional. Hide models before individual work.

• 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 day sequence

Day64 · Split a big group into useful parts

Purpose: Choose and explain an efficient multiplication strategy instead of counting every item again.

Materials: scrap paper,labelled groups,suitable large counters; plain fictional price/fee cards when relevant. No bought kit,device or printer required.

Demonstration · D64

Four repair kits need 16 paper labels each. How many labels are needed?

Lay out four strips, each split into a block of ten and a block of six. Match 4 × 10 to the four tens and 4 × 6 to the four sixes. Join 40 and 24 to get 64. Compare double 16 = 32, then double 32 = 64. Accept either efficient strategy if the learner can connect its parts to the context. A recall chart or calculator may check after the learner has modelled; for the selected mental-strategy opportunity, first ask for a no-calculator explanation rather than awarding calculator output as that evidence.

Model: 4 × 16 = (4 × 10) + (4 × 6) = 64. 64 labels, with 16 in each of 4 kits.

Transfer probe: For 4 × 17, the four tens stay 40 and four sevens are 28, so 68 labels. The extra one in each kit adds four labels, not one.

Watch for: Splitting 16 into 10 + 6 but adding four only once; finding 40 + 6; naming a strategy without explaining how it matches the groups.

Three complete learner briefs

A: Three art folders each need 14 caption cards.

Teacher example: 3 × 14 = 42 caption cards; explain how an efficient tens/ones or other strategy matches.

B: Six display trays each need 12 blank labels.

Teacher example: 6 × 12 = 72 labels; explain how an efficient tens/ones or other strategy matches.

C: Seven mini-game packs each need 13 counters.

Teacher example: 7 × 13 = 91 counters; explain how an efficient tens/ones or other strategy matches.

Own, check and next

Use W04's four empty spaces and a complete selected brief. Ask for known/unknown quantities, model, sentence/strategy, check and useful message. Use C07/C08 individually and record actual support; copied work is not independent evidence. If needed choose the corresponding V01–V08target/fullN01–N32fresh mini-lesson. H04/X04 are optional new settings, not compulsory extra workload.

Complete class routine

• 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.

Give the material

Learner day · Full worksheet/three briefs · Supplied teacher model · Full model alternative · Complete written read-aloud

First neutral exit · Second neutral exit · First staff exit · Second staff exit

Full worksheet staff note

Use the complete Day64 plan and C07/C08 exit. Record route and supports. Accept clear equivalent models; drawing neatness and spelling are not maths criteria.