# Weeks 1–2: numbers, sources and fair decisions

Ten school days, each with [English](english/LESSONS.md) and [mathematics](mathematics/LESSONS.md) 25-minute lessons. The [Week 1](integrated/week-01.md) and [Week 2](integrated/week-02.md) guides add five 35-minute sessions each. A teacher can split the sessions around the school timetable; they are not a whole-day plan. The [materials](english/MATERIALS.md), [maths cards](mathematics/MATERIALS.md), [assessment keys](english/ASSESSMENT.md) and [maths assessment](mathematics/ASSESSMENT.md) are ready to print or copy.

| Day | English 25 min | Maths 25 min | Integrated 35 min |
| ---: | --- | --- | --- |
| 1 | Observe, infer, claim | Build tenths/hundredths/thousandths | Fictional shadow question and safe plan |
| 2 | Ask what makes a source useful | Exchange and compare decimals | Control one variable |
| 3 | Track a paragraph's message | Order decimal distances | Record and represent model data |
| 4 | Precise noun groups and conditions | Locate thousandths on a line | Interpret an evidence limit |
| 5 | Write a claim with a source | Decimal checkpoint | Explain finding and uncertainty |
| 6 | Bare assertion versus alternative | Factor pairs and arrays | Sort resource types and needs |
| 7 | Read a counterclaim fairly | Multiples and overlap | Plan a box distribution |
| 8 | Use a dependent clause for effect | Divisibility by checking factors | Test a changed condition |
| 9 | Rehearse a brief proposal | Model grouping choices | Critique a proposal with criteria |
| 10 | Independent response and oral pitch | Independent factor check | Revise and present for a chosen audience |

## Set up once

- Print or display the two **fictional** English texts and [response frame](english/MATERIALS.md). Cut copies of the [claim/evidence mat](print/claim-evidence-mat.pdf) or make four labelled boxes on paper.
- Have decimal place cards, a ruler, counters or scrap paper, and the [decimal line](print/decimal-line.pdf) and [factor array](print/factor-array.pdf). The [text alternatives](print/TEXT-ALTERNATIVES.md) give equivalent values and layout without vision-dependent tasks.
- For Week 1 science, use **torch and cardboard indoors**, or the supplied model observations; do not look at the sun or promise safe outdoor conditions. Before any local outdoor work, follow school permission and weather rules. No actual student/shadow results are pre-claimed.
- For Week 2, the “library boxes” and costs are invented. Substitute a locally relevant, permitted resource with the same mathematical structure; do not ask children to reveal family income or personal needs.
- On each day use the listed exit prompt and mark `independent / prompted / shared / not yet observed`. After Days 5 and 10, use the answer keys to regroup for a short reteach. Do not infer a diagnosis from a single response.

**Curriculum links:** English `AC9E5LA02`, `AC9E5LA04`, `AC9E5LA05`, `AC9E5LA06`, `AC9E5LY02`, `AC9E5LY05`, `AC9E5LY06`, `AC9E5LY07`; mathematics `AC9M5N01`, `AC9M5N02`, `AC9M5N09`; integrated science inquiry `AC9S5I01`–`AC9S5I06`, science understanding `AC9S5U03`, HASS `AC9HS5K08`, `AC9HS5S01`, `AC9HS5S03`, `AC9HS5S05`, `AC9HS5S06`. These are partial lesson links checked in the Year 5 records of the pinned official workbook. See [source and review limits](../../SOURCES-AND-REVIEW.md).