All people and places here are pretend paper models. Choose a broad card, marks, read-aloud, touchable outline, quiet space, speech, sign or AAC. An adult can move large pieces where you direct. A/B/C are choices open to everyone, not fixed learning styles; all ask for the same mathematics. On Days 175 and 180 the teacher gives a new check first. The choices below are for after-check practice only.
Day 171 · Share the puppet messages
A · Deal: Put one big card into each of two puppet trays until none remain; count each tray. B · Match: Draw or mark a partner place for each card in the other tray, then count both. C · Direct: Tell an adult which tray receives each broad card; decide whether the shares match. Same target: an equal share with counted evidence. Optional home: draw two labelled pockets and a new even number of large marks with a supporter.
Day 172 · Two model kiosks
A · Share: Give large paper tickets one at a time to each model kiosk, then compare. B · Pair: Make pairs of tickets, one for each kiosk, and show none is left over. C · Direct: Guide an adult to place the tickets and explain how you know both kiosks have the same number. Same target: equal share of like pieces with an explanation. Optional home: act the idea with drawn squares, not real tickets or money.
Day 173 · Make equal groups
A · Group: Put the large roof cards into groups with the same number in each. B · Record: Draw one broad box for each group and mark each card inside its box. C · Direct: Tell an adult when a group is full and when to start the next; count groups. Same target: show the size of each complete equal group and how many groups there are. Optional home: draw a new set of large shapes and circle equal groups.
Day 174 · Where are the equal groups?
A · Build and place: Make two equal paper-card trays, then put one between DESK A and DESK B and the other beside the PUPPET marker. B · Mark: Direct the same physical placement, then draw simple arrows or words for each fixed landmark. C · Direct: Tell an adult how many cards go in each tray and exactly where to put each tray; describe both locations. Same target: equal grouping and location relative to named fixed objects. Optional home: draw three broad landmarks and use a large paper card to show “between”.
Day 175 · after your new check
A · New sharing: Share different large practice cards equally between two new model trays. B · New grouping: Draw broad boxes for a different set, then make equal groups. C · Direct: Ask an adult to move a new group relative to named paper landmarks and explain its place. Same target: share/group and describe a location from observable pieces. This practice follows the teacher's first new check response.
Day 176 · What is the repeating part?
A · Cards: Place broad shape cards to copy and continue the repeating strip. B · Mark: Draw or stamp a simple mark for each shape, circle one complete repeating part and mark the next two positions. C · Direct: Tell an adult which two broad shape cards come next and say the whole repeating part. Same target: copy, continue and name a two-part repeating unit. Optional home: draw two broad symbols that repeat, then teach the order to someone.
Day 177 · Tap, clap, repeat
A · Paper: Place large TAP and CLAP word/picture cards in the heard, read or adult-demonstrated order, then add the next pair. B · Gesture/mark: Direct an adult to make each cue, or mark TAP and CLAP differently; circle the repeating part and add its next two marks. C · Direct: Use speech, sign or AAC to tell an adult the next two cues and the whole unit. Same target: copy/continue TAP–CLAP as a repeating pattern. The optional original audio has an exact text/tactile alternative; no hearing, clapping or timing skill is required. Optional home: point to two printed symbols in repeat order.
Day 178 · A unit with three places
A · Cards: Copy CIRCLE, CIRCLE, SQUARE and continue the strip. B · Record: Draw two round marks and one square mark, circle the three-card part, then draw its next full repeat. C · Direct: Tell an adult the next three cards, then explain why the first card returns after the square. Same target: recognise and continue the whole three-position repeating unit. Optional home: make a new A-A-B strip with broad paper shapes.
Day 179 · Find the shape, then teach the pattern
A · Find/build: Point to a triangle roof and circle window in the pretend toy-place drawing; make one matching broad shape and continue the triangle–circle border. B · Trace/record: Trace two boundaries, give a feature reason for each, draw one new matching shape and mark the next border pair. C · Direct: Tell an adult two shapes you found and their boundary reasons, then direct the adult to make one matching shape and place the next border pair. Same target: recognise and create a familiar shape with a reason, and continue a repeating unit. Optional home: find shapes only in a made-up drawing, not a required family photo.
Day 180 · after your new check
A · New pattern: Copy and continue a different broad shape strip your teacher gives after the check. B · New model: Draw a simple imaginary object with a familiar shape, give its boundary reason and mark a new repeating unit. C · Direct: Tell an adult which shapes to create and place; explain both the shape feature and repeat. Same target: continue a unit and justify a familiar shape. The teacher's new prompt comes first.
Before finishing: Show which pieces you moved, which part repeats or what feature names a shape. You never need to tell a personal story, move your body for anyone, touch another person or share a real classmate's details.