Ask someone to read a card aloud if useful. The nature pictures are made up. We only know what is drawn on these cards. Use big pieces, a raised outline, a quiet place, AAC, sign or an adult who moves what you direct. A/B/C are choices for everyone, not fixed learning styles. Each route asks for the same mathematics. On Days 165 and 170, finish the new teacher-given check before these after-check choices appear.
Day 161 · Which leaf outline is drawn more?
A · Sort: Place fictional cards under ROUND or POINTED, count each and show which group has more. B · Pair: Make a mark for each round card and each pointed card, then match marks to compare. C · Direct: Tell an adult where to put and count each large card, then explain the comparison. Same target: answer the given question from the shown feature and counted groups. Optional home: draw a new tiny set of round and pointed shapes with a supporter; say “on my cards”.
Day 162 · A symbol shown or not drawn
A · Two trays: Sort cards into FLOWER SYMBOL SHOWN and NO FLOWER SYMBOL DRAWN. B · Record: Make one mark for each card in its labelled column, then count both columns. C · Direct: Ask an adult to turn and place the cards as you say which visible category fits. Same target: sort one drawn feature, count, compare and avoid saying what a real plant has. Optional home: inspect two invented paper signs and name only the marks you can see.
Day 163 · Look at the edge
A · Sort: Put smooth-edge outline cards in one group and jagged-edge outline cards in another; count. B · Touch/mark: Trace a raised broad edge or draw a mark for each card under the right full-word label. C · Direct: Name or select the edge feature; an adult moves each card at your direction. Same target: use the question's visible rule, count each group and give a reason for “more”. Optional home: draw four broad pretend leaf outlines and sort their edges.
Day 164 · One set, two questions
A · Re-sort: Sort ten cards by oval or spear-shaped outline, then put all ten back and sort by whether a flower symbol is drawn. B · Mark twice: Make two separate two-column records from the same ten cards, checking each record has ten marks. C · Direct: Tell an adult the first rule, count, reset and tell the second rule. Same target: the question decides the groups; the number of cards stays ten. Optional home: draw a small made-up card set with two clear marks and ask two different questions.
Day 165 · after your new check
A · New sort: Place different practice picture cards under one visible-feature rule. B · New marks: Mark once per card under the right label and compare. C · Direct: Tell an adult the rule, where to move new cards and which group has more. Same target: sort, count and compare a fictional card set only. Your teacher gives this practice after the first new check response.
Day 166 · Compare two roof strips
A · Align: Move two safe broad paper strips until one end of each is level; point to the longer strip. B · Trace: Direct the same real alignment, then trace each ending position on the mat. C · Direct: Tell an adult how to align the strips and use the observed ends to say which is longer. Same target: compare length directly and explain the aligned-end evidence. Optional home: align two broad paper strips with an adult, without measuring numbers.
Day 167 · The far tip can fool us
A · Repair: First look at staggered strips; then align one end and decide equal or longer. B · Record: Direct the alignment, then draw the two aligned end positions. C · Direct: Ask an adult to place the strips wrongly and then correctly as you explain why the first view misleads. Same target: length comes from a fair direct comparison, including an equal pair. Optional home: try two equal paper strips with different starting places.
Day 168 · Which cup can hold more?
A · Guide: Point to the cup to fill and the one to receive; an adult pours the water on a tray. B · Track: Direct the same actual pour, then mark the receiving cup's remaining empty space on a plain outline. C · Direct: Use words, sign or AAC to tell the adult each pour step and ask for a neutral report of the observed space. Same target: compare capacity by actual transfer and explain why one cup holds more. Optional home: retell the result using a drawing; a home water task is not required.
Day 169 · Which parcel has more mass?
A · Balance: Ask an adult to put sealed broad parcels on opposite pans of a stable balance; point to the lower pan. B · Record: Direct the actual balance comparison, then mark which pan went down. C · Direct: Use speech, sign or AAC to tell the adult when to place/switch parcels and explain the observed tip. Same target: compare mass directly, using the balance result rather than parcel size. Optional home: tell a supporter what a lower balance pan showed; no home weighing is assigned.
Day 170 · after your new check
A · New objects: Compare a different pair of broad strips after aligning and tell which length is greater. B · New record: Direct a fresh physical comparison, then draw the observed result and name its attribute. C · Direct: Tell an adult how to handle a safe new pair, observe/receive the result and explain it. Same target: name the attribute, make a direct comparison and give the observed reason. The teacher's new three-station check comes first.
Before finishing: Point, speak, sign or use AAC to show what you sorted or compared and how you know. No one needs your family story, a personal object or a real classmate's information.