# Learner desk · count what the story actually asks

Use [fictional A–F](CASE-CARDS.md) on practice days. Choose any [daily route](DAILY-CHOICES.md): read/draw, arrange cards or explain aloud/type. You can switch routes and use a quiet space, neutral read-aloud, enlarged text or the [exact-text/tactile aids](print/TEXT-ALTERNATIVES.md). No one needs to give a reason for an access choice. On check days, ask for the new file first and see the teacher's worked feedback afterward. The mathematical target remains: identify outcomes, avoid duplicates, calculate and justify. These are counts of invented options or people, never facts about your classmates.

| Day | What to submit or show |
| --- | --- |
| 1 | A's 25-person union, four regions and double-count reason. |
| 2 | B's 8-person overlap, 8 neither and four-region audit. |
| 3 | C's 22-person union by formula and seven-region check. |
| 4 | D's seven one-session bookings and why a product would change the question. |
| 5 | First response to new [File G](STUDENT-CHECKS.md#day-5-check-a--file-g). |
| 6 | E's 12 two-stage labels with a pairing explanation. |
| 7 | F's 6 visual + 4 audio = 10 exclusive routes and branch reason. |
| 8 | C's seven exact regions and one impossibility test. |
| 9 | Four method choices, an answer and an invalid-operation counterexample. |
| 10 | First response to new [Files H/I](STUDENT-CHECKS.md#day-10-check-b--files-h-and-i). |

**Four useful questions:** “Does one item fit two lists?” “Am I choosing one alternative or one from each stage?” “Do pairwise numbers already include the all-three region?” “Can I check by listing small cases or adding disjoint regions?” A number without the outcome it counts is not a finished answer.