All counts and observations below are invented picture-card data. Make one large card per stated drawing, with a single obvious category for the named question; a teacher verifies every group before delivery. A picture's absence of a mark means only that no mark is drawn. It does not establish that a living thing lacks a biological feature. Use broad supervised pieces; never add small seeds, stones, clips or loose weights. Do not survey children or collect names/photos. Adult-assisted pointing, AAC, drawing, raised outlines and child-directed movement can preserve the target.
| Practice code/day | Exact preparation | Child-controlled mathematical evidence | Fault to prevent |
|---|---|---|---|
| P161 / 161 | Eleven fictional plant-sketch cards: 7 with one visibly round leaf outline, 4 with one visibly pointed leaf outline. Given question: “Which leaf outline appears more often on these cards?” | Sort by the shown outline, count 7/4 once, state round group has more and show counted/matched evidence. | No ambiguous card, leaf-name claim or real species label. |
| P162 / 162 | Nine fictional garden-page cards: 5 with a clearly drawn flower symbol, 4 with no flower symbol drawn. Given question: “How many cards show a flower symbol?” | Sort shown/not shown, count 5/4, compare the card groups. | Say “not drawn”, not “the plant has no flowers”. Do not infer season or habitat. |
| P163 / 163 | Twelve made-up leaf-outline cards: 8 with an unbroken smooth edge, 4 with a clear jagged edge. Given question: “Which edge type is shown more on these drawings?” | Choose the stated visible feature, sort, track/count each set, compare with a reason. | Keep every edge unambiguous and the same card size. |
| P164 / 164 | Ten original fictional cards with two independent drawn features: 2 oval/flower-symbol, 4 oval/no-symbol, 1 spear/flower-symbol, 3 spear/no-symbol. First given question: oval vs spear outline (6/4). Second: flower symbol shown vs not drawn (3/7). | Re-sort the same ten cards for each question, name the rule, count and compare; explain why changing the question changes the groups but not the total cards. | Do not treat “no symbol” as a biological absence. Do not misplace a card when resetting. |
| P165 / 165 | Use separate fresh Check A and teacher-held setup, never the routine card totals. | First child-controlled sort, counts, comparison and a limit on what card data can show. | Keep the teacher count sheet off the child's table. |
| P166 / 166 | Cut two broad paper roof-strip models 80 mm and 125 mm long from the A4 practice print or equivalent. Use the same width and align their left ends on the mat. Adult dimensions are preparation checks only. | Identify length, align ends, show that the 125 mm practice strip extends further and say “longer” with evidence. | Do not compare from staggered starting points or call width “length”. |
| P167 / 167 | Pair 1: two 110 mm broad strips, one placed 25 mm farther right; realign to show equal length. Pair 2: 75 mm and 115 mm broad strips, initially staggered; align ends and compare. | Correct a misleading placement and explain equal/longer by end alignment, not by the farthest right tip before alignment. | Do not stretch a paper strip or change it between views. |
| P168 / 168 | Two large unbreakable clear plastic cups with different actual capacity, A smaller and B larger, a stable tray, absorbent cloth and adult-handled clean water. Before the lesson, adult fills A to its full usable brim, not a partial level, and pours into B to verify all water fits with space still in B. Repeat the direct transfer at the child's direction. | Name capacity, point to or receive a neutral description of the space left in B, and explain that B can hold more water than a full A. | If cups, spill or fill level make the result unclear, replace/retest; do not score a picture or cup height. No glass or child pouring requirement. |
| P169 / 169 | Two identical large sealed paper envelopes: L holds 2 A4 sheets; H holds 12 A4 sheets. Adult verifies H tips down on either pan of a stable school-approved two-pan balance, then resets. Keep sheets enclosed. | Name mass, direct the side-by-side balance comparison, observe/receive neutral report of which pan drops and reason H is heavier. | If the balance does not show a clear result on both pan positions, change materials; don't infer mass from parcel size or require a child to lift. |
| P170 / 170 | Use separate fresh Check B and teacher-preflight protocol with different strips, cups and parcels. | First comparison action and explanation for length, capacity and mass. | Don't show a worked relation or score any station whose physical preflight failed. |
Full text alternative and handling
P161: 11 drawings = 7 round leaf outlines and 4 pointed; P162: 9 drawings = 5 with a flower symbol and 4 without one drawn; P163: 12 drawings = 8 smooth edges and 4 jagged; P164: 10 drawings, with the exact four-way combination 2/4/1/3 so both sorts retain ten cards. P166: when left ends are aligned, the 125 mm strip extends beyond the 80 mm strip. P167: the two 110 mm strips are equal despite their first stagger; after alignment 115 mm extends beyond 75 mm. P168: the teacher-tested B cup retains empty space after all of full A is transferred. P169: the teacher-tested H envelope tips its balance pan down. This is staff preparation/answer text; do not hand it to a child before the first attempt.
The child does not need to read millimetres, measure with a ruler, lift a parcel or pour. A child can direct an adult using speech, sign, AAC or large labels; record the child's decision, the actual observed relation and any adult content cue separately. Raised broad outlines and full-word category cards can make the sort tactile; for capacity, an adult can neutrally report the actual transfer result. If the physical direct comparison cannot be made accessible or safe, defer that evidence and use the diagram only to rehearse the language. Do not count a diagram as a completed direct comparison. The print alternatives describe all six original A4 aids.