Print/cut one card at a time. An adult can read labels. You may point, move a card, tell, sign, use AAC or direct someone to move it. An imaginary class example is always available. These cards have no answer key.
Card 111 · What comes next?
Put the day cards in a row starting at Monday. Point to the next day after Wednesday. Tell or show how you know.
Card 112 · One day, several parts
Choose the imaginary Book Day. Put morning, lunchtime, afternoon in order. Put an adult-read Book Day action under each. Which action came at lunchtime in this story?
Card 113 · Two different events
The imaginary class makes garden labels on Tuesday afternoon and puts them beside drawings on Friday morning. Put the day cards in order. Say what was earlier in this story.
Card 114 · The week continues
Start with Sunday. Move to the next day of the next week. Choose one possible imaginary action for morning, lunchtime, afternoon or night time. Tell which part you chose. Your own day may be different.
Card 115 · New day-and-time puzzle
The teacher will read a new story and give new cards. Listen, place and tell why. You do not need to tell us about your home.
Card 116 · Start together
Watch or feel two paper-marker actions. They begin together. Which one stops first? Which one keeps going? Which lasts longer? Point to the part you observed.
Card 117 · Change the stop order
Try the same two lanes again. This time the other marker stops first. Choose shorter, longer or same and explain using “stopped” and “continued.”
Card 118 · Story or drawing?
An adult starts a quiet story and a drawing action together. Watch, listen or feel which finishes first. Which action lasts longer? Why is the number of words or marks not enough to tell?
Card 119 · Can we tell fairly?
First, watch two actions start and stop together. Then watch two actions that do not start together. Can a finishing order alone tell their lengths in the second run? Show how we could check.
Card 120 · New comparison
The teacher will set up two new actions that begin together. Watch, feel or listen. Name what stopped first, what kept going, and which lasted longer. This is about the events, not how fast you work.