# Day 39 — Same repeat, different form

**25 minutes · AC9MFA01 (recognise, copy and continue patterns represented in different ways); partial practice · educator review pending**

**Success:** The child copies and continues a repeating structure after changing its objects or format, and shows which positions correspond.

**Prepare per pair:** dot/dash picture cards, two tactile shapes, tap/rest *symbol* cards, pattern strip and [P2/P3/P6 cards](print-aids.md). The original [shape card sheet](shape-cards.svg) supplies six line and six dot cards plus circle/square substitutes. Offer a silent route by default; sound is optional.

1. **Retrieve, 3 min.** Show dot–dash three times. Ask for the unit and next position; **key:** dot–dash, next dot.
2. **Model, 6 min.** Lay dot–dash–dot–dash–dot–dash. Under it lay raised circle–bar–circle–bar–circle–bar. Say, “The objects are different, but each first place matches a circle and each second place matches a bar. Both repeat a two-place part.” Continue both for dot/circle, dash/bar, dot/circle.
3. **Guided game, 9 min.** Partners choose an AB picture pattern and recreate it with two safe movements, tactile marks, or quiet tap/rest symbols. A second route translates AAB leaf–leaf–pot to line–line–dot. One checks that every corresponding position is kept, then swap. No child must make sound or move publicly.
4. **Fresh try, 4 min.** Show line, dot, dot, line, dot, dot. Ask for the unit; then “Use circle for line and square for dot. Show the next three in the new shapes.”
5. **Check, 3 min.** Compare original and translated strips position by position. **Key:** unit line–dot–dot; next in new shapes circle, square, square. The AB example continues circle, bar, circle.

**If the child merely alternates the new shapes:** Bracket the original three-position unit and translate one position at a time; check that the two consecutive dots became two consecutive squares. If the child cannot access the original sound form, provide its visible/tactile marks and record the route used.

**Access and record:** Large/tactile cards, plain text, AAC and child-directed partner movement are valid. Record whether the child copied, translated, named/shown the unit and continued it; a route change may show pattern reasoning without proving perception of the original sound.