These are optional five-to-eight-minute transfer or re-teach ideas, not compulsory second lessons. Put the prompt without its worked answer in front of the child. Preserve the mathematical action and safety setup; do not disclose a fresh check in advance. For a home option, draw broad category cards or compare two safe paper strips. Capacity and mass direct comparisons require actual vetted adult-operated materials; no home water or balance task is assigned.
| Day | Swap 1 · exact worked case | Swap 2 · exact worked case | Look/listen for and next move |
|---|---|---|---|
| 161 | Imaginary pond-book cards: 6 drawings show a round leaf outline, 3 show a pointed one → round group more on these 9 cards. | Paper theatre scenery: 4 round-leaf sketches, 5 pointed → pointed group more on these 9 cards. | Ask what feature was actually drawn, then pair/count; neither picture set describes real pond plants. |
| 162 | Story-garden pages: 3 cards have a flower symbol, 6 have none drawn → more cards lack the drawn symbol. | Library display: 8 cards show a flower symbol, 2 do not → shown group more. | “Not drawn” is the category label; never conclude a real plant has no flowers. |
| 163 | Fictional banner leaves: 5 smooth-edge outline cards, 7 jagged → jagged group more. | Model park map: 9 smooth-edge cards, 2 jagged → smooth group more. | If the card edge is unclear, redraw; sort on one given feature at a time. |
| 164 | Puppet-garden cards: 4 oval/2 spear = 6; re-sort same six for 1 symbol/5 no symbol. | Picture-book cards: 3 oval/5 spear = 8; re-sort same eight for 6 symbol/2 no symbol. | Two questions can regroup the same total; demonstrate that no card is created or lost. |
| 165 | After check · fictional sticker designs: 2 with a round leaf outline, 6 pointed → pointed more. | After check · pretend signage: 7 smooth edge, 3 jagged → smooth more. | Use only after first fresh Check A response; both are different card questions. |
| 166 | Toy-boat roof paper: align 70 mm and 120 mm strips → 120 mm is longer. | Model bus stop: align 90 mm and 60 mm paper shade strips → 90 mm is longer. | Adult prep dimensions ensure the result; child names length from physical alignment, not numerals. |
| 167 | Stage border: two 100 mm strips start at different places → equal after aligned. | Gallery canopy: 130 mm versus 85 mm initially staggered → 130 mm longer after aligned. | Reset both left ends; a farther right tip alone is not reliable. |
| 168 | Pretend seed-packet table: adult transfers a full smaller plastic cup into a larger one and verifies spare space → larger cup holds more water. | Model ticket booth: use a second adult-verified pair of unbreakable clear cups, with a different shape; direct pour and spare space → receiving cup holds more. | Check the actual transfer before claiming the relation; cup height or width alone does not decide. |
| 169 | Rehearsal bundle: identical sealed broad envelopes with 1 versus 10 A4 sheets; adult-confirmed balance tips toward 10-sheet bundle. | Library model parcel: identical sealed envelopes with 4 versus 14 A4 sheets; confirmed balance tips toward 14-sheet bundle. | Child directs/reads balance result; if no clear tip, replace equipment. Parcel size is not proof. |
| 170 | After check · paper tunnel: align 65 mm and 105 mm broad strips → 105 mm longer. | After check · cardboard parcel models: identical sealed large envelopes with 2 versus 11 A4 sheets; if adult-confirmed balance tips to 11-sheet side, it has greater mass. | Only after fresh Check B; use direct objects, not picture size or remembered check answers. |
No-cost supporter route: An adult can draw a small fictional image-card set and ask which visible feature the given question selects; or compare two broad paper strips after aligning one end. The supporter need not supply a photograph, personal example or written report. The worked values here are teacher guidance and make these swaps unsuitable as secure assessments.