# Clean learner cards · choose and switch routes

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.