These alternatives convey all instructional words and order on each SVG/PDF. They can be copied into large print, read aloud, converted to Braille by a qualified local provider, or made as full-word tactile cards. A child can direct an adult's hand. Colour and placement are optional cues, not the only meaning. The PDFs have selectable text but are untagged; do not infer screen-reader conformance or tactile usability from this author desk check. All cards should be broad enough for the local safety plan.
Zero-to-twenty-track.svg / PDF
Title: “Zero to twenty: reference and build.” Subtitle: “Numeral order is position, not the length of a card.” Reference first strip, left to right: 0 1 2 3 4 5 6 7 8 9 10. Instruction: “Continue to the next strip below.” Reference second strip, left to right: 11 12 13 14 15 16 17 18 19 20. Build section: “place loose numeral cards on the blank track.” First build strip has eleven places, with anchors 0 at the first and 10 at the last. Second build strip has ten places, with 20 at the last; it continues 11 to 20 from the first. Reflection: “Which number comes just before? Just after? Between? Point, speak, sign, use AAC, or direct a helper.” Tactile: use two strips of eleven/ten large raised-outline cells; mark 0, 10 and 20 with full Braille/print labels; present loose full-word numeral cards without exposing the reference strip when checking independent order.
Count-once-mat.svg / PDF
Title: “Count once, then compare.” Subtitle: “Track each piece; do not decide by row length alone.” Left broad area is TO COUNT; right broad area is COUNTED. Move each large piece exactly once. Below: “Last count word = how many in this set”; spaces for A total and B total. “Compare like pieces by count or one-to-one pairs.” Tactile: put two broad trays with raised full-word labels side by side; move one piece from TO COUNT to COUNTED for each number word. For comparison, pair identical broad pieces in aligned rows and show any unmatched piece.
Part-whole-tray.svg / PDF
Title: “Two parts make a whole.” Subtitle: “Use broad pieces for collections no greater than ten.” PART 1 and PART 2 are separate upper areas. Instruction: “Keep the two parts visible before combining.” Move both parts into the lower WHOLE area. “Every piece still counts once.” Spaces: Part 1, Part 2, Whole. “Count, subitise a small part, or direct a helper.” Tactile: three broad trays labelled by full word/Braille; put parts in separate trays and move each piece once to WHOLE. Do not require instantaneous recognition of a group of six or more.
Change-story-mat.svg / PDF
Title: “A story changes a collection.” Subtitle: “Act out start, change and end with large paper cards.” Three broad areas in order: START; CHANGE: ADD IN or TAKE AWAY; END: HOW MANY NOW? Each has an open line for cards or child marks. Reflection: “What moved? Which pieces does the question ask about? Keep TAKEN AWAY pieces in a separate used pocket.” Tactile: arrange three raised-edge trays in that order; add an IN card and an OUT / USED card with full words. Ask the child to select movement before stating total.
Teacher-held-checks.svg / PDF
Title: “Fresh checks: teacher preparation.” Subtitle: “Two new fictional cases. Keep away from practice tables.” Upper card: “TEACHER HELD · Check A · Day 155. A: 12 identical broad star cards, spread out. B: 19 identical broad star cards, close together. Empty pocket: no hidden card. Loose numerals: 0, 11, 12, 13, 18, 19, 20. Ask: zero, both counts, more, order 11 / 12 / 13. Precount privately; do not say the totals to the child.” Lower card: “TEACHER HELD · Check B · Day 160. Story 1: 6 badge cards; add 3; ask END. Story 2: reset; 8 flag cards; take away 5; ask LEFT. Use separate large sets and a USED pocket. Record first child-controlled model before feedback. Key is public by URL; these are not secure exams. Full clean prompts and key are in separate files.” Footer: “Do not display with routine practice before the named day.” Tactile: give a teacher the written preparation; set out broad numbered pieces privately, then present the clean prompt orally/through approved access while hiding the preparation card.
Every print aid footer reads: “SubjectNest · original Foundation maths aid · CC BY 4.0.” See source and rights for ACARA and font boundaries. These are reproducible teaching organisers, not an official ACARA work sample or licensed third-party worksheet.