# Full text and tactile production routes for nine A4 aids

Each linked SVG has a title/description; each single-page A4 PDF has selectable text. PDFs are **untagged**. This file supplies reading order, exact source quantities and a way to reproduce each page without a printer. Pale blue/green/peach fills are decorative; dark outlines, text labels and shapes carry the information. An educator must check actual print scaling, contrast, tactile tools, language and individual access. No child or assistive-technology trial has happened. Use broad adult-managed paper pieces or child-directed adult moves; no small loose pieces, forced cutting or touching.

## [Zero-to-twenty rail SVG](zero-to-twenty-rail.svg) · [PDF](zero-to-twenty-rail.pdf)

Reading order: title, “Count a source once, then find its matching numeral,” then **21 large outlined numeral cells 0 through 20** arranged in three rows of seven: 0–6, 7–13, 14–20. Bottom prompts: “Empty frame = 0 objects. Which numeral fits?” and “Just before / My numeral / Just after.” A numeral cell is a label, **not** a source item to count. Tactile route: write/raise numerals 0–20 on broad cards in the same order, let the child direct one-to-one tracking on a separate source set, and name the adjacent numeral cards.

## [Part–whole mat SVG](part-whole-mat.svg) · [PDF](part-whole-mat.pdf)

Reading order: two large empty side-by-side frames PART A and PART B, each with a count line; a full-width WHOLE frame saying both parts/every source item once; a separate “For grouping: ____ in each group; ____ groups” line. It prints **no answer**. Tactile route: make three broad raised/outlined zones and preserve each source piece between part and whole steps. Adult moves only where the child directs. For grouping, keep each group boundary distinct and ask group size separately from group count.

## [Shape/place mat SVG](shape-and-place-mat.svg) · [PDF](shape-and-place-mat.pdf)

Reading order: fixed SHELF A rectangle on left, fixed SHELF B on right, fixed BOARD rectangle below and centred; blank PLACE A between shelves and blank PLACE B below BOARD; prompt to trace curved boundary/straight edges/corners and name a fixed landmark rather than “over there”. Neither PLACE frame prints a shape answer. Tactile route: make three immovable labelled broad landmark outlines and two blank placement frames; child directs a separate broad circle, square or triangle to a frame and names the landmark relation. Do not test their body location.

## [Given data/evidence mat SVG](given-data-and-evidence-mat.svg) · [PDF](given-data-and-evidence-mat.pdf)

Reading order: title; adult-given question “Which icon is more in THIS source?”; upper SOURCE box says supplied paper pictures only and one picture = one placement/count mark; two large blank columns ICON A and ICON B each with count line; lower fields “Counted ____ of ____ supplied pictures” and “More in this source: ____ because ____”. No data values appear. Tactile route: two broad labelled zones plus a DONE edge; one safe source picture/mark moves once. The conclusion covers that supplied source, not a real community.

## [Show/check/explain mat SVG](show-check-explain-mat.svg) · [PDF](show-check-explain-mat.pdf)

Four large top-to-bottom blank frames: **1 SOURCE** “Which exact objects or pictures did I use?”; **2 MODEL / MOVE** “What did I move, match, draw or trace?”; **3 CHECK** “Did each source item count once?”; **4 EXPLAIN** “What can I say only about this source?” Header states a paper visitor is a model, not a real listener. Tactile route: four broad ordered frames with raised numeral/word labels; adult reads each prompt and records only the child's mathematical decisions.

## [Repeat/shape strip SVG](repeat-and-reason-strip.svg) · [PDF](repeat-and-reason-strip.pdf)

Nine large outlined slots read left-to-right and top-to-bottom. **Slots 1–6:** CIRCLE, SQUARE, TRIANGLE, CIRCLE, SQUARE, TRIANGLE with actual distinct dark shape outlines and word labels. **Slots 7–9:** blank question slots. Bottom asks for a shape reason using curve, straight sides or corners. Tactile route: use six broad named/raised shape cards, then three blank frames. The child points to/boxes the whole three-card unit and directs the next three. A single guessed next shape is not a full continuation.

## [Direct length/day parts SVG](direct-length-and-day-parts.svg) · [PDF](direct-length-and-day-parts.pdf)

Top: two straight thick printed strips from the **same marked left start**, M length **180 SVG drawing units**, N length **250 SVG drawing units**; at one equal page scale, N extends farther right. The units specify drawing geometry, **not centimetres or a real path**. Bottom: four broad printed word cards MORNING, LUNCHTIME, AFTERNOON, NIGHT in conventional sequence. Tactile route: create two broad straight strips from one common start on the **same sheet** and let the child align and compare endpoints; make four large named time cards and order them. If different print scaling or tactile construction changes physical length, remeasure the *new* strips rather than repeating the PDF result. Day-part labels are not measured duration.

## [Check A exact source SVG](check-a-explanation-source.svg) · [PDF](check-a-explanation-source.pdf)

Teacher-managed source; the child [prompt](../STUDENT-CHECKS.md) gives the full tasks and routes. **Panel 1:** sixteen separate outlined round source marks in two rows of eight, plus a distinct proposed claim **17** in the question text. **Panel 2:** one large circle outlined **above** a fixed rectangular BOARD label. **Panel 3:** fourteen separate mixed fictional pictogram cards in reading order: **PINE, SHELL, PINE, PINE, SHELL, PINE, PINE; SHELL, PINE, SHELL, PINE, PINE, SHELL, PINE**. PINE shows a triangular outline with a short stem and its word; SHELL shows a curved shell-like outline and its word. The given question asks which icon appears more on **this** sheet. A tactile/linear version reproduces sixteen broad marks, the circle/BOARD relation, and fourteen broad word/shape cards in the exact order. Do **not** read aggregate totals, majority or corrected numeral before first child response. These are invented icons, not real plant/animal data.

## [Check B exact source SVG](check-b-transfer-source.svg) · [PDF](check-b-transfer-source.pdf)

Teacher-managed source; the child [prompt](../STUDENT-CHECKS.md) gives the full tasks. **Panel 1:** PART A has **two** broad square outlines; PART B has **six** separate broad squares, without a printed whole. **Panel 2:** START has **seven** separate round marks; ADD has **three**; an independent text claim says **9**. **Panel 3:** six distinct outlined/word shape cards **SQUARE, CIRCLE, CIRCLE, SQUARE, CIRCLE, CIRCLE** followed by three ? spaces. **Panel 4:** two straight thick strips from the same left start; A is **145 SVG drawing units**, B **230**, both on this one page. A tactile/linear version reproduces all exact parts and the same-scale strip geometry. Do not supply the whole, add-to answer, repeating unit or longer-strip conclusion before first response. Different scaling between separately prepared copies requires a new physical comparison.

**Use boundary:** The check source descriptions are public for accessible reproduction, so these are formative checks rather than secure exams. The [verifier](../verify_pack.py) counts the SVG source attributes, page size, PDF text and links; it does not validate an individual child's access or a physical printout.