BRIJBOX · EVERY NUMBER HAS A PLACE · FLOOR CARDS

Big enough to read standing up.

These are the lesson 3 cards again, printed large enough to read from standing height on a floor line. Cut them out and keep them in a bag. No printer? Write them big on scrap paper — a string line and hand-written cards are exactly as good.

Exactly one card per number. The line holds cards only — build proof sets with counters beside the line, never on it. How far apart the cards sit means nothing at all: only their order does.

BRIJBOX · EVERY NUMBER HAS A PLACE · ORDERING SHEET

Smallest first.

Put each trio in order, smallest at the arrow. Write the numbers in, or lay the cut-out cards on the boxes — writing is never required.

One number ran away

Which number belongs in the empty box? Say how you know, using the numbers standing next to the space.

BRIJBOX · EVERY NUMBER HAS A PLACE · GROWN-UP GUIDE

A place fixed by its neighbours.

The number cards 1–10, a floor line about two metres long, ten counters and a bag. App 2–3 min → table 10–13 min → app practice 2–3 min. The table is the longest part, and these are estimates, not deadlines. The cards and a string line are the complete no-device route.

1. Hand over 2, 4 and 8 shuffled: “These numbers want to stand in order on the line, smallest first. Which goes first?”
2. Model the proof move once on 2 and 4 with built counter sets: “Four — this many. More than two, so four stands after two.” Your child finishes with 8. Counting on from one is an equally valid proof — say so if they use it.
3. Tip the remaining cards from the bag: “Fill in the line — every number in its place.” Ask “How do you know it goes there?” for at least one placement, then walk the finished line together.
4. Run-away number: eyes closed, remove 3 or 9 — never 6, it is kept for the transfer. “A number ran away. Which one? How do you know?”
5. Transfer (on the table, no floor line): lay 5 and 7 adjacent with no gap, and 3 and 9 jumbled aside. Hand over 6: “Six lost its place. Put it where it belongs, and tell me why.” Then point at 3 and 9: “Do these stand next to six?”
6. Sitting boundary: a coherent stop is after step 4; step 5 then takes a flexible sitting, re-entering with the 2/4/8 ordering.
7. R01 is now available. Its adult instructions are with this unit’s resources — run it as the paper review it is. The app neither administers nor marks it, and nothing here has assessed it.

What did you notice?

Every action in the practice items is directly observable — a card placed, a chip chosen — so they rehearse the taught moves at screen scale. The whole-body line and your paper card remain the primary evidence.

• Orders 2, 4, 8: orders them and justifies by quantity or by counting on.
• Completes the 1–10 line: places all the cards, self- correcting freely, not only left to right from 1.
• Names the removed number: from the gap’s neighbours.
• Inserts 6 (transfer): makes room between 5 and 7 with a neighbour reason — or lands correctly via their own recitation from one, which is their strategy, not your support.

Record whether your child’s working proof is neighbour reasoning, counting on, or built sets. Mark each row independent / supported / revisit / uncertain, and leave anything you did not observe uncertain. Nothing is scored or stored.

Trial notes — leave blank until observed

BRIJBOX · UNIT 1 · REVIEW R01 · FOR THE GROWN-UP

R01 — looking back across lessons 2 to 5.

R01 sits after this lesson and looks back across lessons 2 to 5. It is a paper review you run yourself, with real objects. It is not a test, it has no pass mark, and the app has not administered, marked or recorded any part of it. None of its tasks have been taught or practised in these lessons — that is what makes them worth asking.

1. Count seven scattered objects, then rearrange them and check the total. Notice whether each object is counted once, and whether the total survives the rearrangement.
2. Match its numeral. Offer the number cards and let your child find the mark for seven.
3. Compare with five objects spread more widely. Notice whether spacing decides the answer, or pairing and counting do.
4. Order 5, 7 and 9. Ask how they know.

Where something is uncertain, the route back is: counting → lesson 2; symbols → lesson 3; comparison → lesson 4; order → lesson 5. Record independent / supported / revisit / uncertain on paper, and leave anything you did not observe uncertain.

R01 notes — leave blank until observed