Your teacher gives you the supplied paper pictures or objects and reads the question. Choose A, B or C; switch at any time. Each route asks for the same mathematics. Pointing, speech, signed response, AAC, marks, broad-card moves or telling an adult exactly where to move a card all count. You do not need to disclose anything about your own life. These are choices for access and engagement, not fixed learning styles. An adult may read and move pieces without suggesting a category, count or answer. A first guess can be confirmed or changed after checking.
Day 181 · Which label picture is more in this packet?
Given: 10 pretend library labels: 6 BOOK and 4 MAP. Sort every label once. Show both counts, which picture is more here, and how you know.
- A · Broad cards: move pictures into two named columns; pair a BOOK with a MAP until some remain.
- B · Drawn marks: put one mark beside each source label as you sort, then compare two mark rows.
- C · Direct an adult: tell an adult where each card goes; stop them if a card is counted twice, then give the comparison.
Same target: a complete sort, 6 BOOK/4 MAP, BOOK more in these cards, with a count or pairing reason. Home without cost: draw three circle labels and two line labels; let someone give the question “Which has more on this page?” Do not treat the drawing as a real library count.
Day 182 · Which garden-sign picture is more in this envelope?
Given: 12 invented sign pictures: 5 SUN and 7 CLOUD. Find which picture is more in this set. Spacing does not add pictures.
- A · Match: lay one SUN against one CLOUD and count any CLOUD pictures left unmatched.
- B · Track: cross off each source picture once while making a count mark in a labelled column.
- C · Say or signal: direct an adult to pair or count; explain the result with words, AAC or a point to unmatched pictures.
Same target: 5 SUN/7 CLOUD, CLOUD more by two or by an equivalent one-to-one reason. Home: draw two sets of four and six large marks on one page and pair them.
Day 183 · One set; two questions
Given: the same ten route-sign cards can answer two teacher-given questions. First compare BUS and BIKE icons. Reset. Then compare STAR and PLAIN marks. Do not add totals from the two different sorts together.
- A · Two mats: sort vehicles on one mat, reset the source, sort marks on another.
- B · Two labelled tally rows: track each card once for the vehicle question and once for the mark question.
- C · Adult mover: give the adult the two sort rules one after the other and check each card is placed once per question.
Same target: 6 BUS/4 BIKE and 3 STAR/7 PLAIN, each comparison justified for these cards only. Home: draw six large shapes, each with or without a dot, and ask two different given questions about the same six drawings.
Day 184 · Which theatre cue picture is more?
Given: 11 invented paper cue pictures: 8 TRIANGLE and 3 CIRCLE. The teacher asks which picture is more on this sheet.
- A · Sort and pair: place each card in a labelled row; pair across rows to show what remains.
- B · Mark and move: draw one tally for each card, then move it to DONE so it cannot be marked twice.
- C · Direct and explain: direct an adult to sort each card, then explain by count or unmatched cards.
Same target: all 11 accounted for, 8 TRIANGLE/3 CIRCLE, TRIANGLE more on this sheet, with evidence. Home: draw four square cue marks and two ring cue marks, then answer a question about the drawing only.
Day 185 · Fresh check, then different practice
Do Check A with the teacher's new picture source. Show a complete sort, both counts, which is more, and why. The check routes A/B/C let you use broad cards, marks or adult movement for the same target. The teacher records your first answer before giving feedback.
- A · Broad cards: move each fresh picture once into one of two named rows, then pair or count.
- B · Marks: make one mark per fresh source picture in a named row and compare the rows.
- C · Adult mover: direct every fresh placement and explain the result; stop any skipped or doubled picture.
Same target: answer the given question about exactly the supplied pictures. After-check practice only: draw seven wide door-sign marks and five window-sign marks; sort and compare those new pictures. Home: ask a supporter to draw two labelled picture types on paper and pose a question about the drawing; no survey of people is needed.
Day 186 · Does the number card match?
Given: 14 broad paper boxes and a separate card reading 15. Count the exact boxes again, show their number, and say if the card matches. “My first idea was confirmed” is fine if you already counted correctly.
- A · Move: move each broad box to DONE once, then choose/write the matching numeral.
- B · Mark: draw one count mark per box, optionally group ten and four, then compare to 15.
- C · Direct: tell an adult which box to point to next and when to stop; signal the counted numeral and conclusion.
Same target: represent/count 14, notice the 15 claim is one too high, and give a check method. Home: draw nine large dots, write a separate pretend claim of eight, then recount before checking.
Day 187 · Does the longer row have more?
Given: row A has 7 spread dots; row B has 11 close dots. Predict if you want, then check with the actual dots. Say if your idea was confirmed or revised.
- A · Match: pair one A dot with one B dot until one row has extra dots.
- B · Count: touch or mark each dot exactly once and compare the two totals.
- C · Direct: direct an adult to pair or count; stop if an item is used twice, then explain which row has more.
Same target: A = 7, B = 11, B more by four or a sound pairing reason. Home: draw five spread marks and eight compact marks, then compare the count, not the length.
Day 188 · Check the add-to display
Given: the pretend display has 5 starting stickers and 3 added stickers. A claim card says 7 at the end. Build the story and check the card.
- A · Broad cards: put five in START and three in ADD, move into END and count.
- B · Sketch: draw a starting box with five marks and a different added box with three; combine marks once.
- C · Direct: tell an adult exactly how many go in each box and which are counted at the end.
Same target: show 5 + 3 = 8 and explain why the displayed 7 needs repair. Home: sketch three starting theatre tickets and two added tickets; check a made-up display of four.
Day 189 · Check the take-away display
Given: a paper parcel starts with 8 broad tokens. Move 2 into OUT. A claim card says 5 remain. Keep all original pieces visible while checking.
- A · Move: start with eight, move two to OUT, count what remains IN.
- B · Draw: draw eight large marks and cross exactly two into an OUT box.
- C · Direct: tell an adult which two to move; check IN and OUT together still account for eight.
Same target: show 8 − 2 = 6 and explain why the displayed 5 needs repair. Home: draw seven paper plant tags, draw a line around three taken away, and count four remaining.
Day 190 · Fresh recheck, then different practice
Do Check B with two new supplied paper cases. Compare the rows by objects, then build the new add-to story and test its display. Keep your first idea before feedback. A correct first idea can be confirmed; no one must pretend to change their mind.
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A · Broad cards: pair the row objects; move START and ADD cards into END.
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B · Marks: track each row with one mark per object; draw separate start and added groups.
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C · Direct: instruct an adult to pair/count and move the add-to objects, correcting any double use.
Same target: both counts and comparison, a visible add-to model, a checked result and a confirmed/revised explanation. After-check practice only: compare six compact and nine spread stars; then build 2 + 4 with broad squares against a pretend display of five. Home: draw two rows of three and five marks, then a fresh 3 + 2 story; explain one thing you checked.