# Thirty same-target routes

For each day, all three routes demand the **same accounting evidence**. The first changes how you see or hear information, the second how you organise it, the third how you explain it. Choice is offered to everyone; reading or handwriting support does not lower the reasoning target. On fresh-check days, a teacher logs neutral access support and keeps answer help separate.

| Day | Read/look route | Sort/move route | Speak/type route |
| --- | --- | --- | --- |
| 1 | Annotate F twice: stakeholder → question → useful evidence → limit. | Arrange two four-card chains for Sam and Kai; photograph or transcribe the chains. | Dictate two chains and state why a report cannot guarantee a future outcome. |
| 2 | Mark D's four structures, then write two comparisons with a qualified liability sentence. | Place owner/entity/liability labels beside two D structures, then explain one exception. | Record a 45-second comparison using “generally” and the company-money boundary. |
| 3 | Colour-free underline A's amounts by account direction, total both sides and reject private bicycle. | Move A's five amount cards into assets/liabilities and place $10,000 equity as balancing card. | Say each account's class and compute $15,000 = $5,000 + $10,000 aloud. |
| 4 | Make a three-statement annotation for C and compute $2,400 − $1,100 − $550. | Sort COGS, inventory, profit, payable and cash receipt cards by statement role, then calculate $750. | Explain service/trading difference, three statement jobs and why $1,900 receipts are not $2,400 sales. |
| 5 | Read G and submit its classification, equation, structure and stakeholder limit. | Use blank labelled cards to arrange G's given figures, then submit the same four answers. | Dictate G's four answers after neutral reading of its numbers; show arithmetic aloud. |
| 6 | Annotate B's earned/incurred versus paid/received columns and calculate $600/$250/$350. | Move B's $500 receivable and $150 payable across the timing bridge; reconcile the same results. | Explain the two computations and $350 difference to a recorder or partner. |
| 7 | Draw arrows from B revenue/expenses through profit to closing equity; label income/revenue distinction. | Arrange $1,200, $600, $600, $2,000 and $2,600 cards in the causal chain; state assumptions. | Speak three linked sentences and one caution about drawings or non-revenue income. |
| 8 | Compare E in two columns: two common account types, equity naming, two sums and a non-inference. | Use duplicated cash/stock/payable/loan cards under River and Metro; move equity label only when ownership changes. | Give a 60-second comparison with both equations and why assets alone do not rank investments. |
| 9 | Write a decision paragraph to Kai/Sam with evidence, caution and next question. | Arrange claim/evidence/boundary/next-question cards, then read or transcribe the paragraph. | Dictate the same four-part paragraph, naming report provenance if a live source was used. |
| 10 | Read H/I and submit both measures, closing equation, company comparison and evidence limit. | Move new H/I figures onto blank timing/position grids and submit the same reasoning. | Dictate calculations and comparison from neutral read-aloud; distinguish any content prompting. |

No route requires revealing personal money, diagnosis or language background. A learner can switch routes midtask; keep the first accounting idea and the access support log.