Original cards and plain-text toolsFoundation Maths · T2 W15–16 · Print Aids

Original SubjectNest draft · educator and accessibility review pending. © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Use the child prompt table alone and keep teacher keys private during a fresh check. Print the part-whole page or PNG and the capacity decision page or PNG as needed. No item here is a record of a real child, container test or nature observation.

Plain-text part mat

Move the SAME objects. Do not add new ones.
WHOLE [                                   ]
PART A [                 ]   PART B [                 ]
A has ____ . B has ____ . Whole has ____ .
Move both parts back to WHOLE to check.

For a tactile version, put raised borders around three spaces; use large grippable counters. For an AAC/partner route, the child directs each move and selects a numeral or word. A teacher may show a small group of up to five at once for accessible visual subitising; if the learner uses touch/counting instead, record that actual route without labelling it a deficit.

P cards: child-facing part-whole prompts

Every story is fictional; all materials are reusable classroom counters. The whole is never more than ten.

Private teacher key

Fresh numerical checks (do not practise the exact pair immediately before checking): F-P1 whole ten, A=2 → B=8; F-P2 A=4, B=3 → whole seven; F-P3 whole nine, A=0 → B=9. Check by moving the same counters. These are worked keys, not written-algorithm requirements.

Capacity: teacher preparation and safe direct test

Use unbreakable clear containers and clean water in a shallow tray under school safety rules. The adult controls pouring; the learner can direct every step. Mark each container's usable fill limit near its own rim. These marks set the practical capacity being compared; they are not measuring units. Dry/reset between tests. Never ask children to infer capacity from height, current water level, shape or a picture alone.

PAIR REGISTER — complete privately by teacher pretest before class
Pair E: identical containers, IDs ______ / ______. Test A→B: __________
        Use only if transfer confirms the same usable amount to the lines.
Pair A: IDs ______ / ______. Test A→B: _________________________________
        Use only if B reaches its line and water remains in A: A holds more.
Pair B: IDs ______ / ______. Test A→B: _________________________________
        Use only if A empties and B still has room: B holds more.
Pair F (Day 80 reserve, unfamiliar to learners): IDs ______ / ______.
        Actual A→B test observation: __________  Result: __________
        Do not assign a printed answer; keep this verified result as the key.
If a result differs, relabel the pair by the observed test or choose another pair.
If the test spills or is unclear, record INCONCLUSIVE and redo with teacher.

Transfer decision: Start with A filled to its safe line and B empty. Pour slowly from A to B over the tray. If A empties and B is below its line, B holds more to its line. If B reaches its line while A still contains water, A holds more. If A empties as B reaches its line, same usable amount to the lines. Avoid overflow; stop at B's line. The physical result comes from the actual pretest, never from this resource alone.

C cards: child-facing pretend uses for the same pretested pairs

The context does not alter the pair's test result. Do not use these vessels for drinking. Repeat the test to see the result; a correct answer from memory is weaker evidence than a demonstrated direct comparison.

Private teacher pairing/key plan

Fixed worked result cards, for rehearsal without pretending they are real tests

These describe observed transfer states. They are logically keyed, unlike the unknown result of an untested physical pair.

The live result form on capacity-transfer.svg has blanks for pair IDs, start condition, observed endpoint, conclusion and reason. Do not invent a capacity total or count scoops to complete it.