# Exact full-text and tactile alternatives for all A4 print aids

The eight SVGs have embedded titles and descriptions. The PDFs have selectable words but are **untagged**; read this ordered text for screen reader, spoken or tactile preparation. Use broad supervised pieces. Raised shape outlines and full-word labels should be checked by the local educator and child; these directions are not certified Braille or an individual adjustment plan. Colour never carries a category by itself. The [audio cue](../audio/TEXT-ALTERNATIVE.md) has its own exact transcript.

| Files | Everything conveyed by the page | Tactile or alternate action |
| --- | --- | --- |
| [share-and-group-mat.svg](share-and-group-mat.svg) / [PDF](share-and-group-mat.pdf) | Top: two empty broad recipient spaces TRAY A and TRAY B, each with a blank count. Bottom: three empty broad frames GROUP 1, GROUP 2, GROUP 3, each with a blank card count. Prompt asks whether groups have the same number and how to show it. No group is prefilled. | Use two large physical trays or raised labelled boxes for equal share; three widely separated trays for group making. Adult moves broad pieces only when directed. |
| [room-location-mat.svg](room-location-mat.svg) / [PDF](room-location-mat.pdf) | Fixed paper-room landmarks: DESK A at upper left, DESK B at upper right, PUPPET at lower left, plus two blank GROUP AREA 1/2 spaces. The spaces do **not** give the location words; the child describes where a placed group is relative to named landmarks. Positions stay fixed; there is no perspective-dependent left/right score. | Use large raised full-word marker cards DESK A, DESK B, PUPPET. Leave a broad open space between desks and another beside puppet. Child directs location; no body movement needed. |
| [repeat-unit-mat.svg](repeat-unit-mat.svg) / [PDF](repeat-unit-mat.pdf) | Six empty positions for GIVEN/COPIED STRIP, three empty positions for WHAT COMES NEXT, and lines “My repeating part is…” and “I know because this same part starts again.” It does **not** display an answer unit. | Lay out six broad shape/word cards in a row; add three broad empty places. Box or raise one full repeated part as the child identifies it. |
| [shape-reason-cards.svg](shape-reason-cards.svg) / [PDF](shape-reason-cards.pdf) | Fictional toy place: large triangle roof with three straight edges/corners, circular window with one continuous curved boundary and no corners, oblong rectangle door with four straight sides/corners. Beneath: TRIANGLE, CIRCLE, TRIANGLE, CIRCLE, blank border. Prompt asks for a matching broad shape and a reason. No real building is depicted. | Provide separate large raised triangle, circle and rectangle outlines; child traces their boundaries and continues a broad tactile triangle–circle border. Do not score drawing polish. |
| [blank-share-cards.svg](blank-share-cards.svg) / [PDF](blank-share-cards.pdf) | Twelve identical large empty rectangular cutout cards numbered CARD 1 through CARD 12 in a three-column, four-row grid. Numbers help staff check physical inventory, not a counting answer. Print additional sheets when a case needs more than twelve pieces. | Cut twelve broad identical tactile-safe rectangles; use large full-word labels only on recipient trays, not on each piece. Count each once. |
| [practice-cutouts.svg](practice-cutouts.svg) / [PDF](practice-cutouts.pdf) | Twelve numbered broad geometric cutout cards. Order: CIRCLE, TRIANGLE, CIRCLE, SQUARE, TRIANGLE, CIRCLE, RECTANGLE, TRIANGLE, SQUARE, CIRCLE, RECTANGLE, TRIANGLE. Thus four circles, four triangles, two squares and two oblong rectangles. Shape geometry, not fill colour, distinguishes them. | Make four raised round outlines, four three-straight-side outlines, two equal-side square outlines and two oblong four-straight-side rectangles on broad cards. Keep shapes in a mixed loose set until the child chooses. |
| [teacher-held-checks.svg](teacher-held-checks.svg) / [PDF](teacher-held-checks.pdf) | Staff-only preparation. Check A: ten blank cards shared between two labelled trays; a separate ten-card set in groups of two; fixed DESK A, DESK B and PUPPET, with group placements between desks and beside puppet. Check B: RECTANGLE–CIRCLE–CIRCLE repeated twice, then three empty places; fictional station has rectangular board and circular marker; child creates either shape. Public formative key, **not secure exams**. | Keep this page away from routine tables until the named days. Prepare broad cards and raised landmarks; record the first child-controlled decision before feedback. The public [worked key](../teacher/KEY-AND-NEXT.md) gives staff responses separately. |
| [fresh-station-drawing.svg](fresh-station-drawing.svg) / [PDF](fresh-station-drawing.pdf) | **Child-facing Check B picture:** a fictional paper station with an oblong four-straight-side ROUTE BOARD at left and a round curved-edge PLATFORM MARKER at right. It asks the child to find and justify two familiar shapes. The page does not print the shape names or worked answer. | Supply broad raised oblong rectangle and circular outlines labelled ROUTE BOARD and PLATFORM MARKER. Child traces/feels the boundary and names the shapes with a reason. |

**Scope of access claim:** Local educators must verify print size, cutout safety, tactile shape clarity, AAC labels and the child's real means of directing an adult. A screen reader can use this ordered text; the visual PDFs alone are not a tagged accessibility solution. If materials are wrong or missing, repair them before observing a child's mathematics.