Each row offers three equivalent evidence routes. Display/response method changes; the target count, justification and reasonableness check do not. The teacher may provide notation in words, enlarged print, neutral reading, a tactile surface or a pause to any learner. Reading or handwriting ability is considered separately from counting reasoning. A support log records content hints separately from access help on checks.
| Day | Read/draw route | Arrange/touch route | Speak/type route |
|---|---|---|---|
| 1 | Shade A's union and label 12,5,8,5; write 17+13−5=25 and why. |
Put 30 counters in A's four regions, then lift the 25 in either circle. | Explain aloud or type how the five both-members were doubled and why 25 remains. |
| 2 | Write 32=22+18−x, solve x=8 and neither=8; audit four regions. |
Use 40 counters with 32 inside the two circles; fit set totals to expose overlap. | Dictate both eight-person answers, region identities and the difference between both and neither. |
| 3 | Mark C's pair counts as inclusive of triple; compute formula 22 and seven cells. | Put 2 in centre first, then 2/1/3 pair-only and 7/4/3 singles; count 22. | Give the 32−12+2 logic and reconstruct one pair-only and one single-only region. |
| 4 | List S1–S3 and O1–O4, total 7; state why 12 is a different outcome. | Separate three studio and four outdoor cards, select just one at a time, count 7. | Explain one-session OR in words and how overlap would alter the sum. |
| 5 | On G, calculate union/neither and the booking count with an operation reason. | Use blank two-circle and single-booking cards for G; submit the same answers. | Dictate G's counts and why both was removed once and one booking added across branches. |
| 6 | Draw E's 3-by-4 table, count 12 and state all pairings exist. | Build three shape rows with four caption tiles each; count 12 full labels. | Explain three groups of four, multiply, and say what restriction would break uniform multiplication. |
| 7 | Write the two F products and add to 10; mark AND inside and OR across. | Build two separate branch trees with 6 and 4 leaves, then combine only the leaves. | Say why 24 would count a visual-audio pair instead of one route; give 10. |
| 8 | Reconstruct C's seven exact regions and verify all set totals and union 22. | Move 2 to centre, make pair-only cards 2/1/3, then singles 7/4/3. | Dictate seven values and reject a pair count smaller than the centre. |
| 9 | Sort A/D/E/F into overlap/add/product/mixed and show one answer plus wrong-operation meaning. | Put four method cards beside four cases, then demonstrate an outcome tree for one. | Explain a method choice for each, calculate one, and give a counterexample to “OR always adds.” |
| 10 | On H/I, calculate three-set union/neither and mixed branch total with checks. | Use new blank region and branch mats, then submit the same count and reason. | Dictate formula, region/branch check and limits after neutral read-aloud. |
These routes are choices, not diagnosis-based assignments. A visual aid never relies on colour alone; a tactile aid carries the same labelled regions and numbers. New G/H/I appear only on check days.