# Teacher optional follow-ups · mathematics Days 141–150

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](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.