Code: AC9M6N02. Goal: transfer classification and factor reasoning to unseen 27, 37, 64, 31 and 33. Prepare: fresh learner check, separate staff key. Do not show its numbers in practice first.
- Launch · 2 min. Tell learners a new set helps decide the next teaching move; access tools and a quiet response are available.
- Model · 5 min. Revisit different numbers: 9 is
3 × 3and composite; 17 has no 2, 3 or 4 factor and is prime. Put examples away. - Guided · 6 min. Use 20:
1 × 20,2 × 10,4 × 5. Ask why it is composite but not square. Keep fresh-check values unseen. - Independent check · 6 min. Give unseen Day 15 Items 1–2. Read wording neutrally if needed; do not offer a factor or label.
- Check exit · 4 min. Items 3–4 ask for a square/composite overlap and a layout decision. Save first answers before feedback; later D15 routes are separate practice.
- Note · 2 min. Score definitions, factor evidence, square overlap and contextual choice separately. If access/time interrupted, mark not yet observed rather than incorrect.
Home/extension: After the first check response, optional routes can go home. Do not turn the held-out sheet into a coached homework task.
Week 4 · Equivalent common fractions on the same whole and line
Use a fixed unit whole and equal-length sections. On a 0–1 line divided into 12 equal gaps, 1/4=3/12, 1/3=4/12, 1/2=6/12, 2/3=8/12, 3/4=9/12. The same mark can have two fraction names. The 12-gap and 24-gap lines and equal-whole bars are blank learner aids; the full text/tactile route gives scales without pre-filling answers. A 0–2 printed line has a different physical scale than a same-length 0–1 printed line; compare fraction values, not centimetres across those two diagrams.