Use A4 paper, a thick pen, broad paper shapes or the original print aids. Print at actual size where comparing printed lengths. Adults prepare or cut large pieces after local safety review; a child can point/direct instead. Each icon/object remains an invented paper source. A real listener is optional and only with consent; a paper visitor is a model audience, not evidence of actual audience feedback. Keep real work in the school's approved private system.
| Day | Prepared practice source and exact result | Mathematical question / audience task | Aid |
|---|---|---|---|
| 191 | P191: eighteen broad archive-stamp circles; a 0–20 numeral rail; separate numeral cards 0, 17, 18, 19, 20. | Show that the source has 18, locate 18 between 17 and 19, and explain how a moved-count trail supports that numeral. Zero means no stamp in an empty frame. | number rail, explain mat |
| 192 | P192: eight wide paper badge icons divided into a visible group of 3 and a group of 5. | Recognise each small group without a long recitation if possible, join to 8, and show how either part plus the other makes the same whole. | part–whole mat |
| 193 | P193: fictional gallery model with fixed SHELF A, SHELF B, BOARD; separate broad square tile between shelves, circle dial below BOARD and triangle marker. | Name a circle/triangle/square from curved/straight boundary and corners; explain two object locations relative to fixed markers. No body movement needed. | shape/place mat |
| 194 | P194: eleven fictional catalogue tags, 7 KITE icons and 4 FAN icons, each on one broad picture. | Teacher-given question: “Which icon is more in these eleven supplied tags?” Sort once each, compare 7/4 and explain the source boundary. | data mat |
| 195 | Fresh Check A only: new number, shape/place and data sources on a separate page. Do not use its values/icons in routine practice or swaps. | Explain the check method to a chosen paper audience, with first response captured before feedback. | Check A source |
| 196 | P196: 0 and 20 marker cards; ten wide theatre-light labels shown as parts 6 and 4; a separate display starts with 6 and adds 2, then another starts with 8 and removes 3. | Recombine 6+4=10; model 6+2=8 and 8−3=5 with visible START/CHANGE/END. Zero is an empty frame, not a hidden object. | part–whole mat, number rail |
| 197 | P197: paper border CIRCLE–SQUARE–TRIANGLE repeated twice plus three blanks; fixed SHELF and BOARD landmarks from P193 with a circle beside BOARD and a triangle inside a frame. | Find and continue the entire three-card unit, reason from shape features and state an unambiguous location. | pattern/shape strip, shape/place mat |
| 198 | P198: two printed straight strips, M length 180 SVG units and N length 250 SVG units with the same left start; four named cards MORNING, LUNCHTIME, AFTERNOON, NIGHT. | Overlay/align the printed strips for direct length comparison (N is longer at equal print scale), then put times of day in conventional order and connect to fictional safe activities. This does not test capacity or mass. | length/time sheet |
| 199 | P199: ten broad pretend lantern labels to place into five groups of two; a separate set of twelve invented poster icons 5 PEN, 7 BRUSH. | Show two per group and five groups. Given data question: “Which icon is more in this supplied sheet?” Compare 5/7 only for the paper source. Select one actual or explicitly modelled evidence sample for a next-step note. | part–whole mat, data mat |
| 200 | Fresh Check B only: separate new part, add-to, pattern and printed-length sources. Do not practise its values/unit before the first response. | Show selected transfer evidence, name what support occurred, and set one teachable next step. The check cannot certify the year. | Check B source |
Five-minute preparation: read today's exact source, put the aid and wide source marks on a single clear surface, cover tomorrow's fresh page, choose one neutral access route and one optional worked swap. A child may choose a paper visitor or a private explanation. If a card is lost, reset the source instead of scoring a changed model. For length, make both strips at the same print scaling; if scaling differs, do not claim a direct comparison. For any portfolio note, mark missing evidence not available rather than inventing it.