# Clean learner cards · choose and switch routes 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](STUDENT-CHECKS.md) 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](STUDENT-CHECKS.md) 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. - **A · Broad cards:** pair the row objects; move START and ADD cards into END. - **B · Marks:** track each row with one mark per object; draw separate start and added groups. - **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.