GETTING READY
One whole, different parts
One whole. Different ways to split it. A picture with numbers.
About 18–22 minutes together. Bring exactly seven similar counters or blocks, paper, a pencil, and a sheet with two group areas inside one boundary. For the transfer: six crayons and two pots. Count the seven and the six separately beforehand, and keep spares away.
For the grown-up · The splitting, the saved pictures and the crayon transfer all happen at the table. The screen puts numbers on the ways your child actually made — it will ask you which ones those were, because it cannot see them.
Open the table card & child sheet ↗This page remembers your place only while it stays open. Reloading or leaving starts again.
Grown-up help
Labelling bonds on screen is rehearsal of the mapping you did together at the table; the table’s own bond work with you is the evidence. Your paper card remains the record.
- Identifies the whole: an inclusive gesture or explanation, not just the word “seven”.
- Two genuinely different pairs: chooses and completes both. A swap is the same pair; needing a move demonstrated is supported.
- Connects groups to circles: labels or dictates the bond from the actual groups. Needing the circles mapped to groups again is supported.
- Checks the whole stayed seven: with objects, pictures or words — not by agreeing with you.
- Transfer to six crayons: identifies the new whole as six and checks it again after changing the parts. Filling two pots and naming six once is not enough.
Mark each row independent / supported / revisit / uncertain. Leave anything you did not observe uncertain. Nothing is scored or stored.
There is no deadline. When this page asks which ways your child made, it is asking, not remembering — it cannot see your table. Tap to change any answer before Next. A bond circle only ever lights up a group drawn on this screen.
Child sheet, bond sheet and the table card ↗