# Clean learner cards · choose and switch routes 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](audio/tap-clap-pattern.wav) has an [exact text/tactile alternative](audio/TEXT-ALTERNATIVE.md); 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.