All situations are pretend. You can ask for a big card, read-aloud, text, touchable piece, quiet space, AAC or an adult to move pieces where you direct. A/B/C are choices open to everyone, not fixed learning styles. Each route asks for the same mathematics. On Days 155 and 160, the teacher gives a new card first; the choices below are for after-check practice.
Day 151 · An empty pocket has a number
A · Arrange: Match an empty pocket and two counted pockets to numeral cards. Tell or show how you know which is zero. B · Mark: Make one-to-one marks for a pocket, then choose its numeral; leave the zero box empty and label it. C · Direct: Ask an adult to move one large piece per count word and place the numeral you choose. Same target: zero, quantity and numeral agree. Choose pretend sign pockets, puppet pockets or book pockets.
Day 152 · Which number comes between?
A · Track: Place loose numerals on a 0–20 paper track. B · Cards: Order each three-card group, then point to the card before and after the middle one. C · Direct: Dictate or use AAC to order the cards while an adult moves them; explain one position relative to 0, 10 or 20. Same target: number order and a reason. Choose a pretend shelf, route board or stage seat line.
Day 153 · Same pieces, new shape
A · Move: Count a set once, rearrange the same pieces and check the count. B · Record: Draw a counted mark for each tile in both layouts; match the numeral. C · Direct: Tell an adult a tracking path and where to move each piece; say whether any came or went. Same target: one-to-one count and stable quantity. Choose a paper gallery, garden model or sign table.
Day 154 · A longer line need not be more
A · Match: Pair one A square with one B square and point to leftovers. B · Count: Move each group into counted spaces and compare totals. C · Direct: Guide an adult to pair or count, then explain why the longer-looking row might have fewer. Same target: counted comparison and evidence. Choose two pretend book displays, toy tracks or poster borders.
Day 155 · after your new check
A · New track: Put three different practice numerals in order. B · New collection: Count a different broad paper set and match its numeral. C · Direct: Ask an adult to move a new set as you count, then explain a before/after relation. Same target: connect number, quantity and order. Use only the new practice cards your teacher gives after the check.
Day 156 · More signs arrive
A · Act: Show four pretend signs, add three, then count the end. B · Draw: Mark the starting group and circle the three new signs; name the end. C · Direct: Tell an adult when to place the starting and arriving cards; say what changed. Same target: start, adding action, end and reason. You may change the story to pretend tickets or paper flowers with the same counts.
Day 157 · Two parts make one set
A · Combine: Put two labelled groups together and show the whole. B · Ten frame: Place the groups in separate sections of a broad ten frame and say the total. C · Direct: Tell an adult which group to move first and which next; name both parts and the whole. Same target: part, part and whole agree. Choose a pretend puppet kit, pattern kit or paper exhibition.
Day 158 · Some programme cards leave
A · Act: Put cards in a USED pocket and count what remains. B · Mark: Cross out only the moved cards on a simple drawing, then count uncrossed cards. C · Direct: Tell an adult exactly which cards to move and show start, take-away and end in order. Same target: represent the removal and remaining count. Choose pretend programmes, model flags or book slips.
Day 159 · Did cards arrive or leave?
A · Two trays: Act out the arriving story on one tray and the leaving story on a clean second tray. B · Story strip: Draw START → CHANGE → END for each, with arrows and counted marks. C · Direct: Use words, sign or AAC to tell an adult the two actions and check each ending collection. Same target: select and model the action in both stories. Choose pretend game cards and stage tickets, or other paper-only objects.
Day 160 · after your new check
A · Fresh practice: Act out two different teacher-given add/take stories. B · New marks: Draw a start/change/end strip for a new paper-card change. C · Direct: Ask an adult to move large pieces as you say which arrive or leave. Same target: action, counted end and reason. The teacher's new check is completed before these routes appear.
Before you finish: Show which piece you counted or moved; tell how you knew. A mistake is useful information for the next lesson. You never need to share your family, home, money or a real classmate's details.