Each linked SVG has a <title> and <desc>; each single-page A4 PDF has selectable text. The PDFs are untagged, so this file is the reliable reading-order and production alternative. SVG/PDF palette is pale blue/green/peach with dark outlines, but no category relies on colour alone. A teacher should check actual print contrast and individual access; no assistive-technology or tactile-child trial has occurred. Broad cards may stay on the page. If a tactile copy is helpful, use adult-made thick raised boundary lines or safe large paper pieces after local review; the child can instead direct an adult. No small loose counters, forced touching or cutting is required.
Given-question sort mat · PDF
Reading order: title “A given question, one supplied source”; prompt “GIVEN QUESTION: Which picture is more in THIS set?”; upper SOURCE box says “exact supplied sheet or packet” and “Count each source picture once. Move it to DONE”; two side-by-side blank columns TYPE A and TYPE B each with “Count: _”; bottom DONE box says “_ of _ source pictures accounted for” and “More in this set: because ___”. No filled answer. For tactile use, make two broad bounded sorting zones with raised A/B labels and a separate DONE edge; keep source pictures distinguishable by written/raised icon shape, not colour.
One-to-one comparison board · PDF
Reading order: title; “Pair one item with one item, or track each once”; Group A has 20 outlined slots in two rows of ten labelled 1–20; Group B has the same 20 slots. Footer fields “A: _ B: _ More: _ Why? ___” and “Spacing is not an extra object.” Use only as many slots as the actual source needs. For tactile use, an adult makes two bounded rows of up to 20 large cells with equal cell spacing and traces one source item to one cell; the child may direct pairing or a verbal count. The printed slots are not extra source objects.
First/check/now mat · PDF
Reading order: title; “The first idea may be confirmed or changed”; panel 1 FIRST IDEA / CLAIM asks what the card said or child predicted; panel 2 WHAT I CHECKED asks to move, pair or count each source object once; panel 3 NOW I CAN SAY offers “Confirmed / revised because the objects show ...”; final question “Exact source kept the same? YES / RESET IT”. The blank panels contain no result. Tactile recipe: three large labelled frames in top-to-bottom order; adult reads the sentence in each frame and records only the child's decisions.
Start/change/end mat · PDF
Reading order: title; “Build the story before reading the claim card”; START frame “what was there?” with Count; CHANGE frame “add or take away?” with Count; END frame “what is still in the model?” with Count; separate OUT/claim/check box “OUT (for take-away): _ Claim card: _ Checked result: ____ Same / needs repair”. Tactile recipe: four broad bounded areas labelled START, CHANGE, END, OUT; use one large paper mark per source object or child-directed adult placement. Keep removed pieces in OUT, not hidden.
Two-question picture cards · PDF
Reading order: title; “Same ten cards; reset before the second question”; two given questions “Which vehicle icon is more?” and “Which mark is more?” Then ten separate cards in reading order: BUS+STAR, BUS+STAR, BUS+PLAIN, BUS+PLAIN, BUS+PLAIN, BUS+PLAIN, BIKE+STAR, BIKE+PLAIN, BIKE+PLAIN, BIKE+PLAIN. Each card has its exact two word labels, a simple original bus side-view or two-wheel bike outline, and a separate star outline or plain straight stroke. Colour alternation does not encode a group. For tactile use, adult writes/raises BUS or BIKE and STAR or PLAIN on ten broad rectangles and reads each card once as the child directs the two separate sorts. This is fictional route-sign art, not anyone's travel data.
Check A fresh picture sheet · PDF
Teacher preparation and accessible exact source, not a worked answer. The child gets thirteen outlined picture rectangles in left-to-right, top-to-bottom order: ARC, BAR, ARC, ARC, BAR, ARC, ARC, BAR, ARC, ARC, BAR, ARC, ARC. The printed given question is “Which icon appears more on THIS sheet?” Each picture includes the word plus a distinct original curved arc or straight bar dark outline; the arrangement is deliberately mixed. An adult can read each source picture on demand or create thirteen large tactile word/icon rectangles. Do not read an aggregate count, category majority or comparison before the child's first sort. The child prompt carries the full task and three response routes.
Check B fresh model sheet · PDF
Teacher preparation and accessible exact source, not a worked answer. Story 1: labelled Row A has twelve separate identical outlined circular marks placed close together; labelled Row B has eight identical marks spaced more widely. Both are fully visible and the rows must remain complete. Story 2: a labelled START frame has four broad ICON rectangles; an ADD frame has five matching rectangles; a separate display claim says “8 at the end. Check with the icons.” A tactile copy needs two distinguishable bounded mark rows with exact individual circles and separate START/ADD large rectangles. Let the child pair/count independently; do not read aggregate source totals before the first response. No print label states the checked comparison or corrected add-to result. The child prompt carries the full task.
Twelve blank source cards · PDF
Reading order: title; “Draw one icon or mark per card; use a sheet if safer”; three columns × four rows of twelve broad outlined blank rectangles, each labelled ONE ITEM; “Adult-managed broad cards; do not use small loose counters.” To produce a task, draw one icon on each selected card and leave unused cards outside the source. For tactile use, adult draws/raises one identifiable broad mark per card or lets the child direct an adult mark. The blank aid does not itself define a sample size or a data result.
Exactness and use: The physical source counts above are reproducible from the SVG data attributes and checked by verifier. A text-only route can use these sequences without a PDF; an educator should offer the question verbally and record child mathematical decisions, not supply the answer from this production guide. The check source descriptions are publicly accessible, so these checks are formative and not secure exams.