BRIJBOX · ONE NUMBER, THREE FACES · NUMBER CARDS

The marks, 0 to 10.

Cut these out. They are used again in lesson 5, so keep them together in a bag or box. No printer? Write them on scrap paper — hand-written cards are exactly as good. Make the 4 open, and keep 6 and 9 apart until your child is sure of them.

Word cards — you read these aloud

Your child never has to decode print. Read a word card aloud whenever it appears, and as often as your child asks.

The full set runs 0–10 because lesson 5 lays out the whole line. Today only 4 and 9 are taught, with 6 and 8 as unchosen near neighbours; leave 7 in the bag — it is kept back for a later review.

BRIJBOX · ONE NUMBER, THREE FACES · MATCH THE PAIRS

Which mark goes with which set?

Cut out the four sets. Lay them out, then find the number card that matches each one. Count to check. Your child may recount, rearrange a set or ask you to re-read a word card as often as they like — all of that is fair.

Matching these rehearses the move taught at the table. It does not by itself show that your child can build a set from a mark on their own.

BRIJBOX · ONE NUMBER, THREE FACES · GROWN-UP GUIDE

Counters, mark and word — one number.

Sixteen similar counters, the number cards, the word cards and three trays or drawn areas. App 2–3 min → table 9–11 min → app practice 2–3 min. The table is the longest part, and these are estimates, not deadlines. The cards work as the complete no-device fallback.

1. Uncover the pile of 4. “Count these. How many?” Lay numeral 4 beside it, then read the word card aloud: three faces, one number — counters, mark, word.
2. Model the stop-count: return the four to the pot in view, count them back out, and stop conspicuously at four. “The mark says four, so I stop at four.”
3. Hand over numeral 9: “Make a set that matches this mark.” Name the numeral only if asked (record supported). Then “Show me how you know it matches.”
4. Mixed matching with 4, 9 and the distractors 6 and 8, one request at a time. You read every word card aloud, as often as your child asks.
5. After Explain, return both sets to the pot in your child’s view — all sixteen counters restored.
6. Transfer: no cards on the table. “Make me a set of six.” Then “How do you know it’s six?” Optionally hold up numeral 5: “And what mark would I write for six?”
7. Sitting boundary: a coherent stop is after step 3; steps 4–6 then take a flexible sitting, re-entering with numeral 4.

What did you notice?

In make-the-set items the app voices each tap, so practice here is rehearsal of stopping at the target. Your child’s own counting and set-building evidence lives at the table, on your paper card.

• Builds a set from a numeral (9): counts out and stops at the card’s number, and checks it themselves.
• Matches numeral to set (4, 9): chooses by counting or by knowing the mark — and the choice survives a shuffle.
• Connects the spoken word face: places the word card you read aloud with the right set.
• Spoken “six” transfer: builds exactly six and can show the count that stopped there.

Mark each row independent / supported / revisit / uncertain. Leave anything you did not observe uncertain. Nothing is scored or stored.

Trial notes — leave blank until observed