Target/codes: show quantity, numeral and order, then a counted comparison in a new case; AC9MFN01, AC9MFN03. Prepare: unseen Check A and teacher-held print card, broad pieces and blank track. Cover the reference-number strip if using the A4 number aid. Do not use Day 155 learner practice first.
- Welcome · 3 min. Explain that a new puzzle helps choose what to teach next; no speed or handwriting score.
- Access · 4 min. Give the new case with neutral reading, large print or exact tactile/ordered labels. Check that both sets have the teacher-stated counts out of the child's view; offer no answer cue.
- First model · 5 min. Child counts each new set or pairs items, places the corresponding numeral and shows where zero belongs. Save first child-controlled action before any correction.
- Independent response · 7 min. Child explains which set has more, orders the requested numerals on the 0–20 track and gives a count/match reason. A/B/C are access routes to the same evidence.
- Boundary · 4 min. Ask whether a longer-looking row always has more. Capture the child's reason; record any adult content hint separately. Do not show the public key until response is saved.
- Close · 2 min. Give one next-step feedback move. After the check, offer Day 155 practice or a worked swap using different numbers.