These optional 5–8 minute routes use a different setting and often different numbers. They are for re-teaching or transfer, not extra required homework. Put only the problem, without the worked answer, in front of a child; the worked line is for staff feedback. Use broad pieces or marks and preserve the day's mathematical target. Days 155 and 160 are after-check only. No purchase or photo is needed at home; one drawn tray and a spoken reason suffice.
| Day | Swap 1 · exact worked case | Swap 2 · exact worked case | Look/listen for and next move |
|---|---|---|---|
| 151 | Kite-tag pocket: no tags → 0, not “unknown”. |
Model bus seats: count 8 broad seat cards → numeral 8. |
Child ties numeral to set; if zero means “forgot to count”, show an actually empty pocket beside a covered unknown pocket. |
| 152 | Garden-row labels: place 4, 5, 6 in order; 5 is between 4 and 6. | Paper display: place 7, 8, 9; 8 follows 7 and precedes 9. | Ask child to point to positions on 0–20 track, not memorise a context label. |
| 153 | Music cue squares: count 15; rearrange the same 15 → still 15. | Library page markers: count 10; move them into two rows → still 10. | If total changes in speech, check whether a piece was added, removed or counted twice. |
| 154 | Toy ramp tabs: 13 spaced tabs versus 17 compact tabs → 17 is more. | Poster clips: 11 spread clips versus 15 grouped clips → 15 is more. | One-to-one pairs or reliable counts beat row length; do not require difference as the target. |
| 155 | After check · paper path: order 3, 4, 5; 4 is between. | After check · sign case: count 9 large marks → numeral 9. | Keep away until the first fresh response is collected. |
| 156 | Museum label table: 2 labels, add 4 → 6. | Community notice model: 3 broad tags, add 5 → 8. | Show the arriving group separately before combining; ask which cards were present first. |
| 157 | Toy boat flags: 4 striped and 4 plain = 8 flags; parts 4 and 4. | Paper garden tokens: 2 round and 5 square = 7; parts 2 and 5. | Children can count rather than instantly recognise larger parts; distinguish parts by shape/word, not colour alone. |
| 158 | Rehearsal slips: 7 on tray, 2 moved away → 5 left. | Game instruction cards: 6 on tray, 1 put away → 5 left. | Count the tray after acting; if child counts removed cards, point to the question “left”. |
| 159 | Fictional picture shelf: 3 signs, 4 arrive → 7. | Paper theatre: 10 tickets, 6 leave → 4. | Ask what verb changed the set; preserve separate start/change/end trays. |
| 160 | After check · model kits: 2 cards, add 5 → 7. | After check · library slips: 10 cards, take 3 → 7. | Different values and scenes from the fresh check; collect check response first. |
Home option: On any day, a supporter can draw broad squares instead of preparing objects, read the fictional sentence, and ask the child to point to the starting set, changed pieces and evidence. The supporter records no personal data and need not return a photo. These answers are public teacher guidance and cannot be used as a secure assessment.