# Low-ink print and plain-text aids

**Original SubjectNest draft · educator and accessibility review pending.** © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Print, cut or read these cards aloud. The [A4 visual mat](ten-and-share.svg) and [PNG preview](ten-and-share.png) contain the same labelled spaces. Give children the **prompt** side only; the answer key stays with the teacher. Every scene uses pretend **indivisible counters**, even if its real object could behave differently. Swap a scene that is unfamiliar or uncomfortable without changing its numbers and rule.

## Copyable tools

```text
TEN-FRAME: fill from left to right, top row first. Each box holds one counter.
  [ ][ ][ ][ ][ ]
  [ ][ ][ ][ ][ ]
Numeral: ____   I counted ____ objects.

PARTS OF THE SAME TEN: move each of the ten counters to ONE part only.
  Whole: [ ten counters ]
  Part A: [          ]     Part B: [          ]
  A has ____; B has ____; together ____.

SHARE: name the recipients first. Move each counter once.
  Recipient A [          ]     Recipient B [          ]
  Spare       [          ]
  A has ____; B has ____; spare ____.

GROUP: name the group size first. Make equal groups until none or a spare remains.
  Group size: ____    Groups made: ____    Spare: ____
  [          ] [          ] [          ] [          ] [          ]
```

For a tactile version, draw or tape raised borders and use large grippable counters. For a verbal route, read the exact rule, let the child direct one move at a time, and repeat the final count for checking. For a screen reader, the text above gives the reading order; the SVG is a visual aid, not the sole instruction. Allow the child to dictate or point to a numeral. Pre-cut mats for learners who do not use scissors.

## Ten in familiar and unfamiliar places: T cards

For each card, set out **ten** counters, then choose a second representation. The named domains are story prompts, not facts about a child's family, culture or access to services.

| ID | Child-facing prompt | Teacher key / useful follow-up |
| --- | --- | --- |
| T01 | A library trolley has ten return slips. Show ten on a frame. | Full frame; five on each row. |
| T02 | An art table sorts ten paper shapes into six circles and four squares. Show the same ten in two parts. | 6 + 4 = 10; no duplicated piece. |
| T03 | A garden team has ten plant labels. Draw one mark for each label. | Ten marks and ten objects correspond one-to-one. |
| T04 | A music stand has ten beat counters. Make two equal groups. | 5 and 5; together ten. |
| T05 | A bike-repair picture needs ten wheel stickers. Show seven first and then the rest. | 7 and 3. |
| T06 | A theatre desk has ten seat markers. Make eight in one row and the rest in another. | 8 and 2. |
| T07 | A recycling station has ten lid tokens. Show nine and the rest. | 9 and 1. |
| T08 | An animal-care game has ten shelter tags. Put all in one part and none in the other. | 10 and 0; still ten. |
| T09 | A map game needs ten route dots. Make four dots first, then complete ten. | Four plus six more. |
| T10 | A parcel desk has ten label cards. Move them from a loose pile into a frame. | Final count ten despite new arrangement. |
| T11 | A science table has ten safe plastic tiles. Show five on one frame row and five on the next. | Two fives; numeral 10. |
| T12 | A sports kit has ten cone pictures. Make three in one part and the rest in another. | 3 and 7. |

## Share or group: S cards

Tell the child which rule is in force. **Share to a named number of mats:** place one object on each mat in turns until a full fair round is impossible. **Make groups of a named size:** fill one group to the named size, then start another. A spare counter may stay aside. When the child proposes a different fair real-life arrangement, acknowledge it and return to the stated counter rule for this check.

| ID | Child-facing prompt | Rule and teacher key |
| --- | --- | --- |
| S01 | Six paintbrush counters for two art tables. Share equally. | Share to 2: 3 each, 0 spare. |
| S02 | Eight map counters for two walking teams. Share equally. | Share to 2: 4 each, 0 spare. |
| S03 | Seven museum-label counters for two display boards. Share equally. | Share to 2: 3 each, 1 spare. |
| S04 | Nine beanbag counters packed in bags of three. Make groups. | Group size 3: 3 groups, 0 spare. |
| S05 | Ten clip counters packed in pairs. Make groups. | Group size 2: 5 groups, 0 spare. |
| S06 | Ten ticket counters for two class game stations. Share equally. | Share to 2: 5 each, 0 spare. |
| S07 | Eight flag counters packed in sets of four. Make groups. | Group size 4: 2 groups, 0 spare. |
| S08 | Five tool counters for two work benches. Share equally. | Share to 2: 2 each, 1 spare. |
| S09 | Six wheel tokens packed in pairs at a repair game. Make groups. | Group size 2: 3 groups, 0 spare. |
| S10 | Nine sign counters for three information desks. Share equally. | Share to 3: 3 each, 0 spare. |
| S11 | Ten washer counters packed in sets of five. Make groups. | Group size 5: 2 groups, 0 spare. |
| S12 | Ten star counters for two night-sky boards. Share equally. | Share to 2: 5 each, 0 spare. |

## Teacher card strips for fresh checks

Cut each line, fold away the key, and use the prompt with a **new arrangement** of counters. A child may instead hear the same words and use tactile pieces.

```text
T-check: Ten marker counters. Fill a five-by-two frame; show a second way. | 10; any equivalent second way with exactly ten.
P-check: Ten tile counters. Show 6 in A; how many in B?       | 4 in B; same ten used once.
S-check: Seven tag counters. Share to two labelled mats.       | 3, 3, 1 spare.
G-check: Nine bead counters. Make groups of three.             | 3 groups of 3; 0 spare.
```

Keep the teacher's exact prompt and count with the observation; do not compare a modified card with the fixed key. No photographic evidence or home materials are required.