Your teacher supplies a paper source and reads the task. Choose A, B or C; change route whenever useful. Routes are not fixed learning styles. A paper visitor is pretend; you may also explain privately or to a consenting adult. Pointing, speaking, signing, AAC, drawing, writing or directing an adult can all show your own mathematics. An adult may read, move or write what you direct without saying the number, category, shape reason or answer for you. No one needs to tell a personal story or show work publicly. When you check a first idea, it may be confirmed or revised.
Day 191 · Why does the number fit?
Given: eighteen invented stamp circles and a 0–20 number rail. Count each circle once, find 18, and show what comes just before and after. Explain your check to a paper visitor or privately.
- A · Move: place one broad circle at a time in DONE, then point to 17–18–19 on the rail.
- B · Mark: make one mark per source circle and circle the matching numeral; show the empty zero frame.
- C · Direct: tell an adult which circle to track next, then signal the three ordered numerals.
Same target: 18 source items match 18, between 17 and 19, with one-to-one evidence. Home: draw eleven wide marks, track them once, then put 10–11–12 in order on scrap paper.
Day 192 · Two parts; one whole
Given: eight wide badge pictures in groups of three and five. Show both parts, combine to eight, and tell why moving a picture between parts does not change the whole.
- A · Frames: move the three and five broad pieces into PART A/B, then WHOLE.
- B · Draw: draw separate three-mark and five-mark rows and a combined eight-mark row.
- C · Direct: ask an adult to point to each group and combine them where you choose; name or signal each part.
Same target: 3 and 5 are visible parts of 8, with a part/whole reason. Home: draw four shapes and two shapes on one page; show the whole six and a different split of six.
Day 193 · How can a visitor find the right shape?
Given: a paper gallery with fixed SHELF A, SHELF B and BOARD. Find the circle dial, square tile and triangle marker. Tell a feature of two shapes and where the tile/dial are compared with fixed landmarks.
- A · Place: place broad shapes on the mat and trace a curve or straight side as your reason.
- B · Draw: mark a square between the two shelves and a circle below BOARD; label a feature.
- C · Direct: tell an adult where to place each shape and which edge/boundary to trace.
Same target: two reasoned shape names and two location descriptions with named landmarks. Home: draw two fixed boxes and one big circle; place a drawn triangle between boxes and say “between which two?”
Day 194 · Which picture is more in this set?
Given: eleven invented catalogue tags, seven KITE and four FAN pictures. Your teacher gives the question about these tags. Sort each once, count both types, compare, and tell a paper visitor what source you used.
- A · Sort/pair: move broad pictures into two columns and pair until one type remains.
- B · Tally: mark each source once in a named row and check the two tallies total eleven.
- C · Direct: direct an adult's sort and count, then explain the comparison and its source.
Same target: KITE 7/FAN 4, KITE more here by three or equivalent pairing; no claim about real choices. Home: draw three ring icons and six line icons, ask “which is more on this page?”, then answer only for the drawing.
Day 195 · New check, then different practice
Do Check A with the teacher's new paper source. Count/check the number claim, explain one familiar shape and one object location, and answer a teacher-given question about the new picture set. Your first response is kept before help.
- A · Broad pieces: move/count source objects, trace shape boundary, place data icons in rows.
- B · Marks: one mark per source item, a drawn feature/location and separate category marks.
- C · Direct: direct an adult's exact moves and give your own number, feature/location and comparison.
Same target: source-checked number, shape/location and given-question data explanation on the new sheet. After-check practice only: draw twelve wide pretend ticket marks, compare to a false eleven claim; describe a circle beside a fixed book frame; sort six DOT and four LINE icons on a different drawing. Home: make a new eight-mark drawing and teach a paper visitor how you counted it.
Day 196 · Show parts, then a change
Given: 0 and 20 rail markers, ten broad paper labels split six and four, a separate 6 + 2 add story and an 8 − 3 remove story. Keep each story's source separate.
- A · Move: show six/four parts, then START/ADD/END and START/OUT/END with broad cards.
- B · Draw: three small models with separately labelled part, added and removed marks.
- C · Direct: tell an adult exactly how many go to each labelled place; check each model against its source.
Same target: 6+4=10, 6+2=8, 8−3=5 with visible relationships, not just numerals. Home: draw a five-and-two whole seven, then take away one from seven and show six left.
Day 197 · A whole pattern unit and a clear place
Given: CIRCLE–SQUARE–TRIANGLE twice on a paper border. Add the next three shapes, name a feature of one, and describe a circle beside BOARD and a triangle inside a fixed frame.
- A · Broad cards: box three as one unit, copy it, then place two shapes on the fixed mat.
- B · Draw: repeat the entire three-shape unit and draw a curve/straight-edge reason and the two relations.
- C · Direct: tell an adult which card comes in each of three slots, which boundary to trace and where to place the model pieces.
Same target: whole three-shape continuation, one shape feature and two fixed-landmark locations. Home: draw BIG DOT–SMALL DOT–LINE twice, then another whole unit; ask someone to point to the repeating part.
Day 198 · Align, compare, sequence
Given: printed strip M and N at the same page scale plus MORNING, LUNCHTIME, AFTERNOON and NIGHT cards. Align strip starts before comparing and order the day parts.
- A · Overlay: line up the two printed left marks; point to the farther right endpoint and order broad time cards.
- B · Trace: trace both strips from the same starting mark on one sheet, then write/draw the time order.
- C · Direct: direct an adult to align strips and move time cards; give your own length reason and order.
Same target: N is longer on the equal-scale page because its endpoint extends farther when starts align; morning → lunchtime → afternoon → night. Home: draw one short and one long straight line from the same start and compare; order two familiar day-part labels. Do not compare two differently scaled printouts.
Day 199 · Two per group, then a separate picture question
Given: ten broad pretend lantern labels for groups of two; then a different twelve-picture sheet with five PEN and seven BRUSH icons. Keep the sources apart.
- A · Frames: deal two labels into each group frame, then sort/pair the separate PEN/BRUSH pictures.
- B · Marks: draw five separate pairs, then one mark per supplied PEN or BRUSH icon.
- C · Direct: instruct an adult to complete equal groups and the independent picture sort, checking no item is doubled.
Same target: five groups of two; BRUSH 7 versus PEN 5 and BRUSH more in the supplied sheet. Home: draw eight broad squares in four pairs; then draw three WAVE and five BOX icons and answer a question only about that drawing.
Day 200 · New transfer and next step
Do Check B with new parts, an add-to source, a repeating border and two direct-length strips. Use the source pieces, not a guessed display. Keep your first answer before feedback. A small check cannot tell a whole-year story.
- A · Broad pieces: move both parts/whole and START/ADD, continue a full unit, align the new strips.
- B · Marks: draw labelled parts and add groups, all continuation positions, and common-start strip traces.
- C · Direct: tell an adult each move and comparison without receiving the answer from them.
Same target: four checked source models and one honest next step from them. After-check practice only: split six as one and five, show 4+2=6, continue DOT–LINE–LINE twice, and compare two freshly drawn lines from the same start. Home: choose one actual drawing you made, show what you did yourself and ask what you might try next; if no drawing exists, say “not available” and make a new one together.