BRIJBOX · ONE WHOLE, DIFFERENT PARTS · CHILD SHEET

My first way. My other way.

Seven blocks inside the heavy line, some in each part. Draw what you made in “My first way” before anything moves, then find a way with different-sized parts and draw that too. No printer? Hand-draw the same regions — that route is exactly equivalent.

My first way

My other way

BRIJBOX · ONE WHOLE, DIFFERENT PARTS · NUMBER BOND & A NEW WHOLE

Numbers on the way you made.

Put the whole in the top circle and each part in the circle below it. Point from every circle to the group it stands for. The bond must show your child’s actual groups — not a worked example.

A new whole

Six crayons and two pots. Make one way, then a different way, and ask “What stayed the same?” Draw them here, or make your own bond.

BRIJBOX · ONE WHOLE, DIFFERENT PARTS · GROWN-UP GUIDE

What changed? What stayed the same?

Exactly seven counters, paper, a pencil, two group areas inside one boundary, and six crayons with two pots for the transfer. About 18–22 minutes, table-led; the screen segments are shorter than the table work. These sheets are the complete no-device fallback.

1. Check the whole (R0). Seven loose blocks: “How many blocks are here?” If counting seven is uncertain, move each block into a line while counting; if it stays uncertain, stop here and do a counting activity instead — never quietly reduce seven to five mid-lesson.
2. Name the whole (U1). The seven inside one outline: “All these blocks together are the whole.” Then “Show me the whole.” A sweep or a gather counts; “seven” alone does not.
3. Demonstrate two parts (M1). Move two into one area and five into the other, adding and hiding nothing. “This group is one part.” … “This group is the other part.” … “The two parts together are our whole.” Then “Show me one part”, and only afterwards “Now show me the whole.”
4. The child’s own split (M2). Gather all seven back: “Put some blocks in each part. Choose your own way.” Let them finish. Then “Let’s keep a picture of this way” — draw the groups before anything moves.
5. A different way (M3). “Can you make the parts different sizes this time?” A swap (5 and 2 after 2 and 5) is the same pair — “You swapped the parts. Can you change how many are in each part?” Save the second picture, then ask “How many blocks altogether now?”
6. Number the way (S1). With the second split and a blank bond: “This circle shows the whole.” … “These circles show the parts.” Then, separately: “What number goes with the whole?” … “How many in this part?” … and the other. The bond must show the child’s actual groups. Read it back: “[part] and [part] make seven.”
7. Explain (E1). Both pictures visible: “What changed?” … wait … “What stayed the same?” Repeating “seven” straight after you say it is not sufficient.
8. Transfer (T1). Put the seven-block records away. Six crayons, two pots: establish six first, then “Put some in each pot.” “Show your whole and its parts.” Then “Make a different way”, and “What stayed the same?” If they write seven, say “Count the crayons in this new whole” — do not reveal six.
9. Sitting boundary: if attention drops, finish after the two saved pictures and resume from them another day. Do not force all five stages into one sitting.

Keep all seven visible and keep spares away — there is no reserve pile to grow the whole by accident. An empty group is outside today’s task, not wrong mathematics. When you come back, this page will ask you which ways your child actually made: it cannot see your table, so it asks.

What did you notice?

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.

Trial notes — leave blank until observed