Seeing small groups

Notice the response before the answer is revealed. Another self-requested peek can be independent; copying a revealed or spoken count is checking, not fresh quick recognition. A long look or counting is valid quantity work.

• Quick recognition of one to three: observe your child’s guessing turns, not just the groups they make.
• Chunks in four and five: ask how they saw the group. A correct tap alone cannot tell you.
• Same number, new arrangement: listen for a reason, or watch their check. A bare “yes” is not enough.
• Fingers, three and five: look for two different ways of showing each quantity.

Note independent, supported, revisit or uncertain on paper. Leave anything you did not observe uncertain. This lesson does not score or store learning evidence.

Answers have no deadline. Use Take a longer look before answering, or touch the uncovered counters afterwards. Stop whenever useful. Five base practice items, at most two retries; a second mismatch on the same quantity closes practice calmly.

During this prototype trial, note where you had to explain a prompt or control, plus actual app and table time. The intended screen total is 4–6 minutes; table 6–8 minutes. These are design targets, never time limits for your child.