# Staff copy · twenty optional worked context swaps

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.