These original SVG/PDF sheets are write-on teaching diagrams without answers. Their labels carry meaning independently of colour, SVGs include title/description, and PDFs have selectable text. The descriptions below preserve every instructional prompt for screen-reader, large-text, oral/AAC or tactile adaptation. They do not claim that embossed/Braille editions or real-user accessibility tests already exist. Use learner cards for full case conditions and the public teacher key after first responses.
Ratio order mat · SVG · PDF
Heading RATIO ORDER MAT. Card A upper panel: 3 round tokens, 2 square tokens; blanks for round:square, square:round, total and round fraction of all. Card B lower panel: 4 amber cue cards, 6 blue cue cards; blanks for amber:blue and blue:amber, then “Does the tray change when the words reverse?” and “Name the first group before the first number.” Footer says shape and word labels carry meaning without colour. Tactile route: put round and square textures in distinct labelled trays; arrange group-name cards left/right, then reverse the name cards rather than moving or recounting the pieces. For Card B use “amber” and “blue” word cards or distinct textures.
Part and whole · SVG · PDF
Heading PART AND WHOLE. Invented Card C total: 8 story badges + 12 information badges = 20. It states part:part differs from part:all. Blanks ask for story:information 8:12 in simplest form, story fraction 8/20, information fraction 12/20 and “What is the whole?” It cautions that the other part alone is not all. Tactile route: use a single tray holding eight marked story tokens and twelve marked information tokens. Outline the whole tray by touch before counting the denominator; keep another narrow divider only between the parts.
Simplify ladder · SVG · PDF
Heading SIMPLIFY LADDER. First panel Card B: 4:6 ÷ common factor 2 → ____:____; reverse multiply by 2; both terms change by the same factor. Second panel Card C: 8:12 ÷ common factor 4 → ____:____; actual badge count stays 20. Third panel Card D: 150 cm:1 m =150 cm:____ cm; then simplify 150:____ → ____:____; matching units are required. Footer: simplifying changes notation, not original objects. Tactile route: bind ratio parts into equal-size bundles without removing original tokens. For lengths, use labelled 150-cm and 100-cm strips, not a colour cue.
Split a total · SVG · PDF
Heading SPLIT A TOTAL. Card E: 35 identical fictional prop labels; large:small = 2:3; blank for 2+3 total ratio parts. Five equal drawn boxes show two boxes for the first named group and three for the second. Blank for 35÷____=____ labels per box; then large=2×____=____, small=3×____=____, sum and ratio checks. Footer says the boxes represent mathematics, not human categories. Tactile route: provide five equal physical trays with text labels LARGE, LARGE, SMALL, SMALL, SMALL; distribute 35 identical counters evenly and combine the two or three trays. For a learner using touch, leave room between boxes and do not require vision to infer the 2+3 grouping.
Scale ribbon · SVG · PDF
Heading SCALE RIBBON. Card F invented mural sketch: 1 cm on paper : 200 cm on model wall, both in cm, scale 1:200. Blanks: 4 cm plan ×200 cm per plan cm=____ cm; ____ cm÷100=____ m; 3 cm plan→____ cm→____ m; reverse wall cm÷200=plan cm. Footer: no real wall measured, and cm cannot become m without dividing by 100. Tactile route: one short raised “plan centimetre” strip links to one labelled “200 model centimetres” strip. Repeat four times to model the first case; keep an independent unit-conversion card 100 cm=1 m.
Offline ratio lab · HTML
The standalone page starts with first:second ratio 2:3, multiplier 2, total 35. It gives text for original ratio, 2/5 and 3/5 shares, equivalent ratio 4:6, then 35÷5=7 and counts 14/21. Two patterned bars show the same proportion before and after scaling; all bar information is repeated in text, with group labels. A learner can change positive whole-number parts (1–100), factor (1–20) and total (1–1000), press “Show the model,” and hear/read an aria-live result. If the total does not divide into whole ratio parts, the page explains why independently rounding groups is wrong. No data is saved or transmitted. The paper equivalent is to draw labelled equal part boxes, multiply both counts by one factor, then divide a chosen total by the number of boxes. The browser behaviour was checked at desktop/mobile sizes, but individual assistive-technology behaviour still needs user testing.