# Twenty optional worked transfers · two per day

Each bold cell is a **different invented source**, a teacher-given question/claim, and the worked result. Use after the main lesson or as a no-cost drawn home case; they are **not** extra compulsory sessions. In sorting cases, each mark/picture is a source item used once per question. Do not substitute these for fresh checks. An educator may change domain nouns while preserving the exact target and recounting any changed numbers.

| Day | Worked swap 1 | Worked swap 2 |
| --- | --- | --- |
| 181 | **Museum card pockets:** Given “Which drawn pocket icon is more on this sheet?” Five KEY and three FRAME pictures sort to **5/3; KEY more by 2**. Match three pairs and see two KEY left. | **Toy maker labels:** Given “Which drawn label is more in this pack?” Four SPOON and six CUP icons sort to **4/6; CUP more by 2**. Count all ten once. |
| 182 | **Paper food-stall signs:** Given “Which invented sign appears more?” Six BOWL and eight PLATE pictures give **6/8; PLATE more by 2**, with two unpaired. These are not real orders. | **Book-end pattern samples:** Given “Which printed mark appears more?” Three DOT and five STRIPE marks give **3/5; STRIPE more by 2**, despite spreading DOT marks farther apart. |
| 183 | **Gallery tags:** Five cards: two BLUE+RING, one BLUE+PLAIN, one RED+RING, one RED+PLAIN. Given colour question: **3 BLUE/2 RED**. Reset; given mark question: **3 RING/2 PLAIN**. Both sorts total five, not ten different cards. | **Paper train labels:** Eight cards: one A+DOT, two A+PLAIN, three B+DOT, two B+PLAIN. Given letter question: **3 A/5 B**. Reset; given mark question: **4 DOT/4 PLAIN**. Equality is a valid comparison. |
| 184 | **Model bakery menu symbols:** Given “Which picture is more on these pretend menu slips?” Seven LOAF and two ROLL icons give **7/2; LOAF more by 5**. This is not sales data. | **Stage light label cards:** Given “Which shape appears more in this packet?” Six DIAMOND and four OVAL pictures give **6/4; DIAMOND more by 2**. Each card moves to DONE after its mark. |
| 185 | **After-check only, craft diagrams:** Given “Which drawn diagram label is more?” Eight LOOP and five LINE icons give **8/5; LOOP more by 3**. Use only after recording Check A's first response. | **After-check only, fictional kiosk headers:** Given “Which header picture is more?” Four LAMP and six BELL icons give **4/6; BELL more by 2**. Neither is the held check set. |
| 186 | **Model map tiles:** Count eleven broad squares; claim card “12”. Tracking ten and one gives **11**, so the claim is one high. Only the card changes. | **Parcel stamp marks:** Count sixteen broad drawn rings; claim card “16”. Recount or pair each with a mark gives **16**, so the first claim is **confirmed**. No fake revision. |
| 187 | **Window stickers:** Four widely spaced SQUARE marks versus nine compact SQUARE marks. Pair/count gives **4/9; compact row more by 5**. | **Fictional seed-packet art:** Ten spread DOT pictures versus eight compressed DOT pictures. Pair/count gives **10/8; spread row more by 2**. No inference about real seeds. |
| 188 | **Paper display pins:** Start six, add two; claim card “9”. Model **6 + 2 = 8**, so repair the card to eight. | **Toy-stage seat signs:** Start three, add four; claim card “7”. Model **3 + 4 = 7**, so the card is confirmed. Both cases keep START/ADD visible. |
| 189 | **Art-kit label slips:** Start nine, move three to OUT; claim card “5”. Model **9 − 3 = 6**, and check six IN plus three OUT is nine. | **Model parcel tabs:** Start seven, move one to OUT; claim card “6”. Model **7 − 1 = 6**, so the claim is confirmed. |
| 190 | **After-check only, invented badge sheet:** Compare five compact versus ten spread circle marks: **10 more** despite spacing. Then check **3 + 3 = 6** against a false five display. | **After-check only, puppet note cards:** Compare two spread versus seven compact marks: **7 more**. Then check **6 + 1 = 7** against a true seven display. Keep both source sets distinct from Check B. |

**Response move:** If a child has a correct answer without a trackable source-to-mark route, ask them to show one-to-one tracking on a *new* set. If a child has a sound model but misspeaks a number word, accept the model and offer numeral language separately. If a child treats a fictional count as a real-world fact, ask “Which exact paper source did we count?”