# Seven practice invitations and eight original A4 aids

For every page, offer the [exact text, tactile and no-print route](print/TEXT-ALTERNATIVES.md). Four *identical* short event marks are fixed. The three labelled gap spacers change the planned interval between starts. Printed width and raised block count are comparative: **S=short, M=middle, L=long**. They do not imply measured seconds or safe physical movement.

### A · Four events, three gaps

[Gap-key SVG](print/gap-key.svg) · [PDF](print/gap-key.pdf). Place four large identical paper discs and ask a child to touch/count the three spaces *between* them. Use one/two/three raised blocks for S/M/L and ask which is longer. If the child counts a gap as an extra note, remove the event discs and replace them slowly one at a time. No sound required.

### B · Keep the gaps even

[Steady-four SVG](print/steady-four.svg) · [PDF](print/steady-four.pdf). Four same L/V/A marks and M–M–M gaps form a planned steady line. Children compare all three spacer lengths and explain “same start-to-start spacing.” A physically performed pulse needs a separate observation; this paper is its plan.

### C · Gather toward the end

[Gather-four SVG](print/gather-four.svg) · [PDF](print/gather-four.pdf). Use L–M–S: the interval after event 1 is longest; before event 4 it is shortest. Draw an optional four-frame fictional picture strip below the score, keeping actual music gap choices visible. Do not equate gathering events with a person needing to hurry.

### D · Spread toward the end

[Spread-four SVG](print/spread-four.svg) · [PDF](print/spread-four.pdf). Use S–M–L: the first interval is shortest; the last is longest. Child reads width/blocks from left to right. Ask whether event pitch/level/source changed: no. A person is never told to space physical movement using this page.

### E · Change time, not sound identity

[Fixed-changed SVG](print/fixed-changed.svg) · [PDF](print/fixed-changed.pdf). Compare A M–M–M with B L–M–S. Name **gap 1 M→L**, **gap 2 M→M held**, **gap 3 M→S**; all four identical L/V/A event identities hold. This comparison is for practice; it is not the Day 125 public pair. If a child calls a gap a new sound, place a blank spacer instead of another event disc.

### F · Record only what happened

[Plan-actual SVG](print/plan-actual.svg) · [PDF](print/plan-actual.pdf). Fill the planned three gaps, then leave actual-playback and listener fields marked NOT TESTED/NOT ASKED until those events truly happen. The same page has two broad *symbolic blank* four-event tracks; its evenly printed dots are movable placeholders, so shift physical discs to the chosen spacer widths. Do not invent a listener's words or infer a feeling from timing.

### G · Two child-owned time-shapes

Reuse the [plan-actual SVG](print/plan-actual.svg) · [PDF](print/plan-actual.pdf) with two sets of S/M/L cards. Child chooses all three gaps in each track, keeps four event identities fixed and names at least one deliberate gap difference. A quiet/no-sound score is a valid *composition plan*; label performance evidence separately. Show to a willing reader only if the child chooses.

### Fresh pages

[Public Gap 1/2 checks](STUDENT-CHECKS.md) have [Gap 1 SVG](check/gap-1.svg)/[PDF](check/gap-1.pdf) and [Gap 2 SVG](check/gap-2.svg)/[PDF](check/gap-2.pdf). Keep the [separate educator key](teacher/KEY-AND-NEXT.md) closed through first response. Day 125's exact A/B pair and Day 130's transformation brief are not worked as completed examples earlier; after-check examples use different strips.