# Print and text aids: change stories and patterns

**Original SubjectNest draft · educator and accessibility review pending.** © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Attribution and separate ACARA terms are in [README.md](README.md). Use the A4 [vector page](change-pattern-tools.svg) or [PNG preview](change-pattern-tools.png) for large boxes, and the [cut-apart shape cards](shape-cards.svg) or [card preview](shape-cards.png) for reusable symbols. These plain-text forms can be read aloud, translated after review, enlarged or adapted to tactile objects.

## Start / change / now mat

```text
THE SET I AM COUNTING: ___________________________________________
START — show the objects:       [                               ]
CHANGE — add / take away / move: [                               ]
NOW — show the counted set:     [                               ]
I started with ____ . I added / took away / moved ____ .
There are ____ in the named set now. I checked by ________________ .
```

An adult may write exactly what a child says or does. Keep the removed or moved objects visible in a separate place so the action can be checked. For a story about one shelf, count what is on **that shelf**, not every object in the room.

## Practical change cards

Use large reusable counters for every scene. All stories are pretend; the named items and places are not claims about a child's home. These cards use 0–10 while the child learns the new operations.

| Card | Teacher story and question | Key |
| ---: | --- | --- |
| 1 | Library: “Three books are on the return trolley. Two more arrive. How many now?” | 3 + 2 = 5 |
| 2 | Community garden: “Four empty pot markers are on the table. Add three. How many now?” | 4 + 3 = 7 |
| 3 | Bike workshop: “Five paper job cards are waiting. One more arrives. How many now?” | 5 + 1 = 6 |
| 4 | Theatre: “Two ticket cards are on the desk. Four more are added. How many now?” | 2 + 4 = 6 |
| 5 | Bus stop: “Six paper passenger cards wait. Two leave the waiting area. How many remain there?” | 6 − 2 = 4 |
| 6 | Sports shed: “Eight cone cards are on the floor mat. Three move into the storage tray. How many remain on the floor mat?” | 8 − 3 = 5; all 8 still exist across both places |
| 7 | Parcel desk: “Nine parcel cards are on the desk. Four move to a shelf. How many remain on the desk?” | 9 − 4 = 5; all 9 still exist across both places |
| 8 | Museum: “Seven label cards are on a board. Zero new cards are added. How many remain?” | 7 + 0 = 7 |
| 9 | Art room: “The shape tray is empty. Five paper shapes are placed in it. How many now?” | 0 + 5 = 5 |
| 10 | Animal shelter: “Four paper bowl cards are ready. Four more are placed beside them. How many now?” | 4 + 4 = 8 |
| 11 | Music room: “Ten shaker cards are out. Six move to the pack-away tray. How many remain out?” | 10 − 6 = 4; all 10 still exist |
| 12 | Recycling desk: “Seven box cards are sorted. Three more are added. How many are sorted now?” | 7 + 3 = 10 |
| 13 | Health supplies: “Eight clean-cloth cards are on a shelf. Five are moved to a box. How many remain on the shelf?” | 8 − 5 = 3; all 8 still exist |
| 14 | Play table: “Five blocks are on a mat. Two are taken off the mat. How many remain on it?” | 5 − 2 = 3 |

The expressions in the key are **teacher checks**, not required child notation. If a child uses counting all, counting on, counting back or a recognised small group appropriately, record the strategy. A move between locations changes the location count but need not change the total number of objects.

## Pattern strip and cards

```text
MY PATTERN:   [     ] [     ] [     ] [     ] [     ] [     ]
REPEATING PART: [                         ]
NEXT THREE:  [     ] [     ] [     ]
I checked by reading or showing the pattern twice: ______________
```

For the table below, `A`, `B` and `C` stand for **different objects, shapes, movements or cues** named in that row. The child sees or feels the actual representations, not just these letters. The key gives the smallest repeating unit and next three positions. Avoid colour-only differences and forced sound or movement. Cover the printed word labels for a shape-only check when appropriate; keep them or use tactile labels when they support access, and record which cues were available.

| Card | Context and displayed pattern | Smallest unit | Next three |
| ---: | --- | --- | --- |
| P1 | Book / block: book, block, book, block, book, block | book–block | book, block, book |
| P2 | Path marks: dot, dash, dot, dash, dot, dash | dot–dash | dot, dash, dot |
| P3 | Quiet rhythm marks: tap, rest, tap, rest, tap, rest | tap–rest | tap, rest, tap |
| P4 | Garden tokens: leaf, leaf, pot, leaf, leaf, pot | leaf–leaf–pot | leaf, leaf, pot |
| P5 | Shape cards: circle, circle, square, circle, circle, square | circle–circle–square | circle, circle, square |
| P6 | Tactile marks: line, dot, dot, line, dot, dot | line–dot–dot | line, dot, dot |
| P7 | Museum labels: shell, stone, feather, shell, stone, feather | shell–stone–feather | shell, stone, feather |
| P8 | Movement choices: reach, sway, pause, reach, sway, pause | reach–sway–pause | reach, sway, pause |
| P9 | Music cards: drum, bell, shaker, drum, bell, shaker | drum–bell–shaker | drum, bell, shaker |
| P10 | Train cards: engine, carriage, engine, carriage, engine, carriage | engine–carriage | engine, carriage, engine |
| P11 | Recycling marks: paper, paper, box, paper, paper, box | paper–paper–box | paper, paper, box |
| P12 | Building shapes: arch, column, roof, arch, column, roof | arch–column–roof | arch, column, roof |

Use drawings, paper shapes, objects or accessible word cards you create locally; the words above are the original content. “Rest” can be a visible empty symbol or still gesture. A learner who cannot perform a movement can select or direct it. Do not require contact with shells, feathers or other actual natural materials; cards or safe stand-ins work.