# Teacher plan · Day 66 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 ## Day66 · A useful pretend budget **Purpose:** Model a repeated whole-dollar cost plus a one-off cost, calculate a total and interpret the amount left from a supplied budget. **Materials:** scrap paper,labelled groups,suitable large counters; plain fictional price/fee cards when relevant. No bought kit,device or printer required. ### Demonstration · D66 A fictional activity uses six kits at $7 each, plus one $9 setup charge. The pretend budget is $60. Place six kit labels in a row and write $7 under each. Keep the one-off $9 charge on a separate card. Ask whether seven names kits or dollars per kit. Build the repeated cost as 6 × $7 = $42, then add $9 once. Compare the total with $60 before finding the difference. Clearly label all prices 'made up for maths'. They are not local shop prices, a family budget or a recommendation to buy anything. Use plain denomination words or tokens rather than images of banknotes. **Model:** 6 × $7 + $9 = $51; $60 − $51 = $9. The plan costs $51 and leaves $9. The $9 setup charge is paid once. **Transfer probe:** If the setup charge were $9 for each kit, the story and equation would change to 6 × ($7 + $9) = $96. Ask the learner to identify the wording that makes that a different model. **Watch for:** Multiplying the one-off fee by six; adding 6 + 7 + 9; reporting $9 as the cost rather than the amount left. ### Three complete learner briefs **A:** Four pretend kits cost $6 each, with one $5 fee. A supplied budget is $40. Teacher example: 4 × $6 + $5 = $29; $11 left. **B:** Seven pretend sets cost $8 each, with one $6 fee. A supplied budget is $70. Teacher example: 7 × $8 + $6 = $62; $8 left. **C:** Nine pretend packs cost $9 each, with one $8 fee. A supplied budget is $100. Teacher example: 9 × $9 + $8 = $89; $11 left. ### Own, check and next Use W06's four empty spaces and a complete selected brief. Ask for known/unknown quantities, model, sentence/strategy, check and useful message. Use C11/C12 individually and record actual support; copied work is not independent evidence. If needed choose the corresponding V01–V08target/fullN01–N32fresh mini-lesson. H06/X06 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](../learner/day-66.html) · [Full worksheet/three briefs](../worksheets/W06.html) · [Supplied teacher model](../assets/aids/V11.svg) · [Full model alternative](../assets/aids/V11.alt.html) · [Complete written read-aloud](../narration/day-66.html) [First neutral exit](../ordinary/C11.html) · [Second neutral exit](../ordinary/C12.html) · [First staff exit](exits/C11.html) · [Second staff exit](exits/C12.html) ## Full worksheet staff note Use the complete Day66 plan and C11/C12 exit. Record route and supports. Accept clear equivalent models; drawing neatness and spelling are not maths criteria.