# Clean learner cards · choose and switch routes 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.