# Maths materials · reproducible picture data and paper routes

Use the [picture-data A4 mat](picture-data-mat.svg) and [paper-route A4 mat](paper-route-mat.svg), or their complete text/tactile equivalents below. Adult reads labels as needed. The [learner cards](LEARNER-CARDS.md) do not reveal counts or held-out answers. Keep [Assessment](ASSESSMENT.md) unseen until Days 125/130. Large cards and a pencil are sufficient; no learner account, analytics service or public upload is required.

## Week 25 · given question and practice data

**Question:** “Which picture setting did these **imaginary storytellers** choose for a new class story?” Make seven large picture cards, one per invented chooser: **book corner B1, B2, B3**; **paper garden G1, G2**; **puzzle table P1, P2**. The suffix is for teacher tracking, not learner identity. Mix the cards before child collection. Read the setting labels aloud; children can inspect/touch distinct icons (open book, paper leaf, square puzzle piece). Place each card once under its matching labelled column. Practice key: book corner **3**, paper garden **2**, puzzle table **2**; book has more than either other group, garden and puzzle are equal, total cards **7**. Do not call this real class opinion.
Print [the original image-card sheet](picture-choice-cards.svg). Its top eight cut cards are **three book, three garden, two puzzle**. Put one garden card in reserve for Day 123; use the remaining 3/2/2 seven-card set for Days 121–122. The intact sheet reveals groups, so cut and shuffle before a child sees it. If adding inventory suffixes, put them on card **backs** so sorting depends on visible image/label. The [practice mat](picture-data-mat.svg) has these three fixed categories. For Day 124's different motif categories and Day 125's unseen check, cover those fixed headings with fresh large labels or use three blank trays; do not ask a child to put a dot motif under “Book corner.”

**Change set for Day 123:** On a *new trial*, replace one B card with an additional G card; say aloud that the displayed dataset has changed. New counts book **2**, garden **3**, puzzle **2**. Do not rewrite the old class story as if it always had these numbers. Ask what stayed equal and which category now has most. Keep original and changed displays separately.

**Optional actual class question, Day 124:** A willing learner may place one anonymous large image token for a choice among locally suitable story settings. State the question, categories, opt-out and date; collect no names, diagnoses, movement claims or family information. Do not claim everyone participated. If privacy or consent is unclear, reuse a *different* teacher-made fictional set and label it as such. Compare only the displayed responses, not the whole class. One token = one recorded response; keep tokens large and individually distinguishable. The fixed fiction route remains a complete mathematical task.

**Set C · Day 124 fiction fallback:** Ask “Which paper-cover motif did six imaginary artists choose?” Mix six large picture cards: **dot D1, D2**; **stripe S1, S2, S3**; **star T1**. Key: dot **2**, stripe **3**, star **1**; stripe has most and star fewest. Display only the picture and motif word to the child; suffixes are teacher inventory marks. This remains fictional and distinct from Days 121–123.
These six cards are the bottom cut-out set on [the same original sheet](picture-choice-cards.svg); its two blank cards are spares. Cut/mix only the six motif cards for this question. Nonvisual equivalent: two round-textured DOT, three ribbed STRIPE and one star-edged STAR large card, each named aloud and placed once.

**Varied transfer domains:** choose picture story setting (book/garden/puzzle), choose a **paper cover motif** (dot/stripe/star, without rating children), or sort pretend **tool-purpose picture cards** (draw, play sound, show frame). In each case state one clear question, source (actual consenting responses or fictional set), category rule and what each card represents. Counting marks or a chart by itself is not the whole data inquiry.

## Week 26 · fixed practice paper map

Orient the [map](paper-route-mat.svg) with **PAGE TOP** away from the learner or otherwise explicitly agreed. It is a **two-row, three-column** paper grid. Top row left to right: **STAR, BOOK, CUP**. Bottom row left to right: **CIRCLE, BOX, TRIANGLE**. Read these labels and let a child trace the row/column edges. The book is **right of** the star and **left of** the cup; box is **below** book; circle is **below** star. Avoid “over there” without a named reference. A child turning the page must say the agreed new orientation before using left/right; relationships on the original page can then be rechecked.

**Practice route 1:** START STAR → first BOOK → next BOX. The marker ends at BOX, directly below BOOK in the agreed orientation. **Practice route 2:** START CUP → first BOOK → next STAR. These are moves on paper, not real walking. Child may direct an adult's hand. Keep first route result before feedback. Day 128's changed map uses **loose** symbol cards: move BOX to bottom-right and TRIANGLE to bottom-middle, announce the change, then test whether the old “BOX below BOOK” is still true (it is not; TRIANGLE now below BOOK). The printed mat remains an unchanged reference copy.

**Optional actual familiar-space relation:** Teacher pre-approves a small bounded classroom setup, checks access/safety and asks for one relation involving the learner and a named familiar object/person (for example, “my chosen place is beside the reading mat” if true and chosen). Do not photograph/share classroom layouts, identify another child without consent or give exit/evacuation directions. The paper-only route is full participation but samples only the object-relative part of AC9MFSP02. A learner can remain seated and describe a true relation; movement performance is not required for the mathematics claim. If no suitable real-space relation is observed, record it as **not observed**.

## Exact SVG text and tactile equivalents

**Picture data mat:** A4 landscape with title “One picture card, one recorded choice.” Three large empty columns labelled **Book corner** (open-book icon), **Paper garden** (single leaf icon), **Puzzle table** (square piece icon). A blank line asks “Our question: ____”; footer prompts “I compared ___ and ___ because ___.” No counts, vote results or people are printed. Nonvisual: three distinct raised category cards, read aloud, with one large textured token per recorded response; line tokens in separate trays and compare by one-to-one matching or counting.

**Paper route mat:** A4 landscape, two-row three-column grid. Printed cells top: STAR, BOOK, CUP; bottom: CIRCLE, BOX, TRIANGLE. Separate blank START, FIRST, NEXT boxes below and a reminder “Name page top and your reference.” No route arrow or answer is pre-drawn. Nonvisual: six raised cell positions with distinct large labelled object tokens, a tactile top-edge marker and a movable visitor token. Adult reads each cell label. A child who cannot physically move a marker directs the adult's placement.

**Practice cut-card sheet:** A4 landscape with 16 cut rectangles in four rows. Top two rows interleave three BOOK, three GARDEN and two PUZZLE illustrated/labelled cards. For the first dataset, hold one GARDEN aside; swap it for one BOOK to make the changed second dataset. Bottom two rows contain two DOT, three STRIPE, one STAR and two blank spares. All fronts have both image and word label; cut and mix the selected subset first. Nonvisual route: make BOOK cards with a broad folded ridge, GARDEN cards with a large raised leaf outline and PUZZLE cards with a large notched outline; read the names aloud. For motif cards use two smooth round DOT, three ribbed STRIPE and one star-edged STAR. Use one large safe card per response.

**Record:** question/layout version; child first sort/route; card-to-category or route reason; actual source of data; prompted/replayed model; response mode; correction; next step. A fictional set is never reported as a real vote. A precise paper route is never treated as a real safety plan.