Choose one 6–8 minute extension or re-teaching route after the core lesson; on Days 145/150 use it after the private new check. Use large supervised shapes/tiles, paper marks, ordered text, tactile cards or child-directed adult moves. Examples below are new practice, not the teacher-held sets. Record the strategy, not just a correct last symbol or numeral.
| Day | Two varied practice routes | Evidence and next move |
|---|---|---|
| 141 | Library spine: tall mark/short mark repeated three times, then a blank. Toy train: square/circle/square/circle with two blanks. | Child points to repeated two-part unit twice; if not, frame four cells and retell in order. |
| 142 | Garden edge: leaf/stone/leaf/leaf with stated leaf–stone rule; child repairs fourth. Road sign model: arrow/dot/arrow/arrow; repair the stated arrow–dot rule. | The fourth item is the first mismatch in each; ask why a later fix cannot repair the earlier break. |
| 143 | Quiet claps: clap/rest/rest twice, child makes broad marks. Maker light-free cue: point/point/still twice, child chooses tactile symbols. | Child transfers all six positions; if a rest vanishes, give blank position its own card. |
| 144 | Paper wrapping: make a two-symbol border, repeat twice, leave next blank. Stage score: choose three accessible actions and repeat twice for an adult to continue. | Unit is child-controlled and actually repeated; a decorative sequence with no repeat is still art but not this maths evidence. |
| 145 | After check only: use new LINE / DOT / LINE / DOT cards and predict two more. Desk-free sound: use a different gentle three-part unit of the child's choice. |
Do not reuse the teacher-held symbols/order; ask child to show two full cycles. |
| 146 | Book tabs: count 11 large tabs, then show ten and one. Paper garden: count 19 large marks by moving each to an indexed place. | Track one count word per object; if a mark is skipped, use a counted tray and a new set. |
| 147 | Paper tickets: count 12, spread the same tickets, recount. Maker pieces: count 16, shift four into a ring, explain why total stays. | Child sees same objects remain; if a claim rests on row length, pair or track. |
| 148 | Toy seats: compare 8 vs 11 large seat cards by matching. Book labels: compare 9 vs 13 matching labels by counted rows. | Name the set with more using matched leftovers or reliable counts; difference is optional. |
| 149 | Sign dots: compare 6 widely spaced with 12 close together. Paper supply: count 20 large tiles used, then show empty supply as zero. | Separate amount from appearance, and quantity from design strength. |
| 150 | After check only: compare a new 9/12 pair on different mats. Paper sign: count 18 tiles, rearrange, then match to numeral if taught. | Use new quantities, record accurate count and reason; never rehearse the held-out 17/14 sets. |
For a time-poor family, one optional no-purchase route is to draw a four-card pattern or count broad pencil marks, then ask the child to explain how they knew. A family should not need to prepare special equipment or send photos. Original SubjectNest practice © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes.