Curriculum

Check rectangle area using mt_eiB3-6pu6a and fraction multiplication using mt_AabJisinfi. Ask whether a side unit and a square-area unit mean the same thing before proceeding. 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.

Area counts square units. To tile a fractional rectangle with squares, choose one common side subdivision for both dimensions. A square tile with side 1/n metre has area 1/n² square metre. Different horizontal and vertical subdivisions can give useful rectangular cells, but do not call them squares. Count tiles and multiply by each tile’s area.

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.