These are optional five-to-eight-minute re-teach or transfer cases, not extra required homework. Put only the question and pieces, without this answer table, in front of the child. Keep like pieces broad and supervision local. Days 175 and 180 are after-check only. Change the fictional setting freely while keeping the count, grouping action, spatial reference, unit or shape reason intact.
| Day | Swap 1 · exact worked case | Swap 2 · exact worked case | Look/listen for and next move |
|---|---|---|---|
| 171 | Paper library slips: 4 large slips shared between 2 empty model pockets → 2 each. | Toy theatre tags: 14 broad tags shared between 2 paper stages → 7 each. | Child deals/checks both groups; equal count alone is the paper target, not a judgement about real people's needs. |
| 172 | Model ferry cards: 6 broad seats between 2 paper decks → 3 each. | Pretend gallery cards: 12 broad signs across 2 model walls → 6 each. | Watch one-to-one correspondence or reliable counting; no child has to give up an actual possession. |
| 173 | Picture-book tabs: 8 broad tabs in groups of 2 → 4 groups. | Music cue cards: 12 broad cards in groups of 4 → 3 groups. | Distinguish size of a group from the number of groups; count cards once. |
| 174 | Paper campsite: 6 broad tent labels in 2 groups of 3, then one tray inside a large outline and one beside it. | Model station: 8 broad route cards in 2 groups of 4; place one tray between two fixed platform markers. | Ask what object is where relative to which fixed landmark; do not score left/right body navigation. |
| 175 | After check · model garden: 4 broad blank cards in 2 equal trays → 2 each; describe one tray inside a drawn fence. | After check · puppet show: 12 broad props in groups of 3 → 4 groups; describe a group beside a stage marker. | Keep both away until first Check A response; different objects, values and relations. |
| 176 | Paper-book border: STAR, DOT, STAR, DOT repeats; unit STAR–DOT; next STAR, DOT. | Model bus sign: SQUARE, CIRCLE repeats three times; unit SQUARE–CIRCLE; next SQUARE. | Ask for the whole repeating part, not a lucky single next icon. |
| 177 | Adult movement: POINT, OPEN HAND, POINT, OPEN HAND; unit POINT–OPEN HAND; adult can act at child direction. | Textured cards: SMOOTH, RIDGED, SMOOTH, RIDGED; unit SMOOTH–RIDGED. | Use speech/sign/AAC or paper, no sound or precise movement required. |
| 178 | Museum labels: TRIANGLE, TRIANGLE, CIRCLE repeats twice; unit TTC; next TRIANGLE, TRIANGLE, CIRCLE. | Fictional flag marks: DOT, LINE, LINE repeats twice; unit DLL; next DOT, LINE, LINE. | The child identifies all positions in the unit; colour alone is not a cue. |
| 179 | Toy boat sketch: triangular sail has three straight sides; circular porthole has curved boundary; border TRIANGLE–CIRCLE repeats. | Paper puppet theatre: rectangular door has four straight sides/corners; circular sign has curved boundary; border RECTANGLE–CIRCLE repeats. | Name a feature in the fictional object, create one matching cutout and show a repeating unit. |
| 180 | After check · art board: HEART icon, LINE, LINE repeats; unit HEART–LINE–LINE; next HEART, then two LINES. | After check · model post office: TRIANGLE roof versus CIRCLE badge; justify three straight sides versus curved boundary, then make either shape. | Use after Check B; do not reuse its exact unit or model-place drawing. |
No-cost supporter option: On a suitable day, draw a few large paper shapes or labelled trays, read the fictional prompt and let the child direct the sharing, grouping or next pattern part. A supporter can say or point to a shape feature rather than photograph or report a real child. The table's public worked answers are teacher guidance and cannot be used as secure assessments.