These are invented classroom counts, not a real school's stock. Use large paper pieces or broad counters, pre-counted and supervised. No loose small pieces if a child may mouth them. An adult may handle pieces exactly as the child directs; record the direction, not adult dexterity. For every counted set, give each piece one number word and move it into a counted space. Avoid using length of a row, colour or performance speed as a shortcut for quantity. Number words can be read aloud or shown in a familiar authorised language by an appropriate adult; this pack does not supply a reviewed translation.
| Practice code/day | Exact teacher setup | Child-controlled mathematical evidence | Material fault to prevent |
|---|---|---|---|
| P151 / 151 | Three model pockets: truly empty, 6 broad circles, 14 broad squares. Put separate numeral cards 0, 6, 14 face up. |
Match 0 to empty, count 6 and 14 once, place the right numeral; state why an empty pocket is zero rather than missing data. | Leave no hidden card in the zero pocket. |
| P152 / 152 | Original 0–20 number track; loose numeral cards 9, 10, 11 and 16, 17, 18. Keep their places blank until child acts. |
Order each trio, explain one before/between/after relation and locate them relative to 0, 10 and 20. | Do not pre-place the target cards or say the next answer. |
| P153 / 153 | 16 identical broad paper tiles: first in two rows, ten and six; then rearrange the same tiles in an irregular cluster. Numeral 16 is offered after child count. |
Track each tile once, say the last count word is the total, recognise that the rearranged set still has 16 and match the numeral. | Do not add/remove a tile during rearrangement. |
| P154 / 154 | A = 14 identical broad squares spread in a long row; B = 18 identical squares in a compact array. Keep totals on teacher side. | Count or one-to-one match; explain B has more even though A looks longer. A difference of four is optional, not required. | Use the same type/size of square and precheck both sets. |
| P155 / 155 | Use the separate fresh Check A, not a practice set. | Capture first response before key or correction. | Keep its print card off practice tables. |
| P156 / 156 | Fictional sign table starts with 4 broad blank label cards; a volunteer places 3 more. All seven are the same large type. | Show start 4 → add 3 → end 7, count or see 4 as small group plus 3, and describe the action. | Do not place all seven at the start. |
| P157 / 157 | A pretend puppet set needs 5 round tabs and 2 square tabs, both large and labelled. A second arrangement is 3 round and 4 square tabs. | Combine visible parts to make 7 in both arrangements; name the parts and whole. A child may count rather than instantly recognise five. | Shape labels are content support, not a hidden colour cue. |
| P158 / 158 | Put out 9 identical broad fictional programme cards. Move exactly 4 to a clearly labelled USED pocket, leaving 5 on the tray. | Act out 9 → take away 4 → 5 left, count remaining once and identify start/change/end. | Do not put the used cards back before the child identifies the end. |
| P159 / 159 | Two separate invented stories: (A) 6 large game cards on a tray, 2 arrive → 8; (B) 8 large stage tickets, 3 leave → 5. Reset between stories. | Choose add for “arrive” and take away for “leave”; show each change, count the end, and explain why the actions differ. | Do not mix the eight game cards with eight stage tickets. |
| P160 / 160 | Use the separate fresh Check B. | Record first action, model and explanation; give feedback from the key afterwards. | Use new broad pieces and reset between the two unseen stories. |
Exact text alternative
P151: empty = zero; six circles = positions 1–6; fourteen squares = positions 1–14. P152: track is 0, 1, 2, …, 20 in increasing order; the child places the loose numerals without an answer being pointed out. P153: one set of sixteen is physically moved; the total does not change. P154: A is fourteen and B eighteen although A is spaced farther apart. P156: four are present, three join, seven are present. P157: five and two, and three and four, both make seven. P158: nine present, four moved away, five remain. P159: six plus two gives eight; eight with three removed gives five. The text is a teacher preparation and answer record; do not hand it to a child before a first attempt.
Tactile and access route
Use full-word labels EMPTY, START, ADD, TAKE AWAY, END, COUNTED, TO COUNT; broad cards can be raised with thick edges or mounted on a nonslip mat. A child may point, direct an adult, dictate a count, sign, or place a token. A screen reader can read an ordered list, but a sighted adult must preserve the exact set and record which support was given. No sound, colour discrimination, precise grip or spoken English alone is required. Braille production and individual access are local professional tasks, not certified by these text directions.
The print alternatives describe each original A4 aid completely. Do not reuse the fresh-check quantities in examples or the twenty worked swaps before assessment.