Curriculum

Revisit mt_14T5yPXUq_ if common-denominator arithmetic is uncertain. Ask whether a story combines amounts or finds what remains, before introducing numbers. Canonical ages are 10–11, not a readiness guarantee. These activity checks are inferred; source availability is not mastery.

Check learner readiness directly; prerequisite availability is not attainment.

Use the supplied screen sheets or print only the active sheet. A pencil and scrap paper are enough; no printer, purchase, cutting, cooking, food handling or personal disclosure is required. Read Show first, then use Together with support. Put Show and adult keys aside before Try. Stories are fictional; no activity is evidence until the learner actually attempts it. Allow drawing, pointing, oral explanation or adult scribing; record the support actually used. Scribed mathematics is not independent handwriting. Pause or return to a prerequisite when needed, without treating uncertainty as failure.

Read for the relationship, not a keyword. Combining amounts uses addition; taking some away or comparing amounts can use subtraction. Make a rough estimate using zero, one half and one whole before computing. Then rename the fractions in a shared unit and decide whether the exact result fits the story.

Read the Show model aloud while tracing the relevant unit. In Together, invite an attempt before giving the private hint. Ask the learner to explain why the operation fits. For Try, remove worked material and let the learner choose a representation. Discuss mistakes after recording the attempt, then retry another day if useful.

Supplied fixed-unit models make partition size, equal sharing or square-area units visible. Learner diagrams are blank scaffolds or stated givens, not worked answers. Screen or paper drawing serves the purpose; no digital interactive is needed.