Use these after each core activity; for fresh checks I/J, use only after the first response is saved. The arrow names the concrete visual change; the target of that day remains the same. These are fictional everyday contexts, not copies of existing art or claims about local cultures.
| Day | Worked swap 1 | Worked swap 2 |
|---|---|---|
| 11 | Library shelf label: small three-corner marker → a larger same three-corner marker within equal frame. | Garden tool tag: large arrow-like invented triangle → a small triangle with three corners unchanged. |
| 12 | Paper parcel cover: complete oval inside frame → same oval partly behind the frame edge. | Toy storage card: partly shown invented round lid → fully visible lid outline within same frame. |
| 13 | Lunch menu mock-up: two shapes bunch at centre → spread to leave a title-sized clear region. | Bus-stop story card: broad clear region between shapes → move one shape to narrow it; compare. |
| 14 | Reading-corner notice: small whole shape and crowded marks → choose larger cropped shape with clear word band. | Tool-return card: large whole triangle and open band → retain band while making triangle smaller. |
| 15 | After Check I: invented kite badge small → larger within a new square frame, corners held. | After Check I: large five-corner marker → small in an equal frame, still five corners. |
| 16 | Paper rain picture: printed dot proxy → child-directed dash marks; physical process remains held unless approved and observed. | Workbench tag: dry marker dabs → short dry pulls on approved fixed paper, if teacher clears tool and child opts in. |
| 17 | Seed-packet mock-up: three dots in fixed region → twelve distinct dots in same region. | Library return slip: dense dash area → sparse dash area without changing region outline. |
| 18 | Water refill reminder: small cropped oval + sparse marks → enlarge oval only; keep marks. | Repair box card: large whole square + dense marks → reduce density only; keep square/frame. |
| 19 | With a cleared real work: one visible/source-stated detail → child's question about maker purpose; do not answer by guessing. | With a willing actual audience: child shows their own image → record recipient and observed act, not assumed reaction. |
| 20 | After Check J: whole invented cup rim → crop rim at top border while leaving clear lower band. | After Check J: crop a new broad disc at side border → move disc enough to reopen a title-sized clear patch. |