Build New Textbook Math Decks

Build New Textbook Math Decks

Create polished classroom decks whose mathematical content, teaching sequence, questions, wording, and visuals can all be explained and traced. Treat the revised textbook as the governing source; use older materials only to illuminate continuity or supply carefully checked practice.

Required references

Read these files before planning or editing a deck:

• references/confirmed-principles.md for the user's standing requirements.
• references/teaching-design-notes.md for the verified book-based teaching-design framework and its evidence boundary.
• references/source-ledger-template.md when researching slides, exercises, characters, or visual provenance.

If a reference conflicts with the user's current message, follow the current message and update the working interpretation. Do not silently broaden the scope.

Workflow

1. Lock the exact lesson

Identify the textbook edition, publisher, grade, semester, unit, lesson title, and textbook page range. Build a small lesson map containing:

• the immediate prerequisite lesson;
• the present lesson's mathematical core;
• the next lesson or later knowledge that depends on it;
• the closest lesson in the old edition, if one exists;
• any material moved, removed, added, or reframed in the revision.

Do not start slide copy or visual styling until this map is sufficiently clear.

2. Build the evidence packet

Search and inspect sources in this order:

1. revised student textbook pages;
2. matching revised teacher's guide, official teaching reference, and official publisher resources;
3. the current curriculum standard and authoritative interpretation where needed;
4. old-edition textbook, teacher's guide, official deck, and matching lesson materials;
5. reputable workbooks, exercise books, question banks, open lessons, and teaching-research materials;
6. teacher-authored adaptation;
7. fully self-created question or wording, only after the earlier sources are insufficient.

For every external item, record provenance and confidence in the source ledger. Never call a plausible match an exact source without evidence. Separate confirmed, probable, adapted, and self-created.

3. Complete teaching design before slide design

Use this order:

1. curriculum-standard requirement;
2. textbook system and vertical/horizontal connections;
3. mathematical essence and the lesson's explicit knowledge line;
4. mathematical ideas, activities, experience, and core-competency line;
5. learner starting point, likely errors, and cognitive obstacles;
6. observable lesson objectives;
7. key point, difficult point, and, when useful, the critical bridge;
8. learning activities and questions;
9. evidence of learning and assessment;
10. slide sequence and visuals.

Objectives govern the rest of the design. A key point is normally the most central part of an objective. A difficult point is normally the objective component with the greatest learner obstacle. A critical point is the bridge that helps students reach the objective. Do not write these as unrelated slogans.

Write two to four objectives in student-action language. Each should state, as appropriate, the mathematical content, learning activity or condition, expected performance, and observable evidence. Avoid empty verbs such as only 了解, 培养, or 提高 unless the result is made observable.

4. Select and sequence tasks

Prefer the textbook's own situation, prompts, examples, and exercises. Preserve their mathematical purpose and ordering unless there is a documented reason to adapt them.

For supplementary tasks, maintain a progression such as:

• activate prerequisite knowledge;
• reveal the new problem or cognitive need;
• explore and represent;
• compare, explain, or generalize;
• basic application;
• variation or discrimination;
• integrated application;
• optional extension.

For each task, state which objective it serves and why it appears at that point. If a question is adapted, record what changed. Use self-created questions last and solve-check them independently.

5. Plan the slide story

Use one principal teaching purpose per slide. A typical lesson can include title, optional teacher-facing objectives and key/difficult points, introduction, exploration, communication, consolidation, summary, and optional homework, but the textbook's learning logic decides the actual structure.

Every slide must answer both questions:

• What textbook content, objective, or necessary learning bridge does this serve?
• What will the student observe, say, write, manipulate, compare, or conclude here?

Delete decorative or generic motivational content that cannot answer them.

6. Apply the classroom visual standard

• Prefer a white or very light neutral background.
• Use near-black body text and a small, consistent accent palette.
• Design for the back row: titles usually 36–44 pt; student-facing questions and main body usually 28–36 pt; secondary labels preferably at least 24 pt; never shrink dense content merely to fit.
• Keep generous margins and whitespace. Split overloaded slides.
• Use a 16:9 layout unless the source deck or classroom equipment requires otherwise.
• Keep textbook characters and illustrations faithful to the official source. Extract them only from user-provided or otherwise permitted materials; record the source page or file. Do not generate a look-alike and present it as official art.
• Prefer clear mathematical diagrams, tables, number lines, arrays, and annotated textbook crops over decorative stock art.
• Use natural teacher language and concise child-facing prompts. Remove generic AI slogans, needless English subtitles, excessive gradients, ornamental icons, and repetitive summary phrases.

When creating or editing PPTX, also follow the presentation skill's rendering, overflow, and visual-QA requirements.

7. Offer variants when judgment is genuinely open

When the user hesitates about an introduction, objective wording, activity sequence, example choice, or visual treatment, prepare two meaningfully different versions:

• Version A: the recommended, textbook-faithful choice;
• Version B: a defensible alternative with a clearly stated tradeoff.

Prefer comparing an outline or two to four representative slides before building two full decks. Do not manufacture trivial variants.

8. Verify before handoff

Check:

• mathematical correctness, answers, units, terminology, and diagrams;
• exact alignment among objectives, key/difficult points, activities, and assessment;
• every non-original sentence, task, crop, and character in the source ledger;
• revised-versus-old textbook distinctions;
• visible classroom font sizes, contrast, whitespace, and projection readability;
• no overflow, clipping, broken characters, or inconsistent page numbering;
• no unverified claims, false quotations, or invented provenance;
• no slide that drifts away from the textbook's lesson purpose.

End with a concise evidence report: what is confirmed from the revised textbook, what comes from older or supplementary materials, what was adapted, what was self-created, and what remains uncertain.

Current priority

Prioritize revised Grade 4 first-semester mathematics decks. Work lesson by lesson with the user: research and map first, agree on design choices, then build, render, review, and refine.