# Plain-text print-aid equivalents and accessible setup

Both [place-value mat](place-value-mat.svg) ([A4 PDF](place-value-mat.pdf)) and [text-purpose mat](text-purpose-mat.svg) ([A4 PDF](text-purpose-mat.pdf)) are original A4, high-contrast, low-ink print aids. They print in grayscale. An image or PDF may not expose every label in all screen-reader/print workflows; use this page as the full text route. Do not rely on colour or the drawing alone. An adult can make raised columns with tape or three trays, and a learner can direct placement without handling materials.

## Place-value mat

**Visual description:** white portrait page, thick black title, three large side-by-side boxes marked **Hundreds (100 each)**, **Tens (10 each)**, **Ones (1 each)**. There is a long number-sentence box and a space for another representation. No numbers or quantities are prefilled.

**Copyable text:**

> Build it. Say it. Show it another way.\
> Number: ___  Name: ___  Date: ___\
> HUNDREDS (100 each): ___\
> TENS (10 each): ___\
> ONES (1 each): ___\
> My number sentence: ___ + ___ + ___ = ___\
> Another way to show the same total: ___

**Object route:** three bowls or tactile trays in left-to-right order; one hundred-sheet is a large textured square, ten-strip a ridged strip, one a loose counter. Say every label and total aloud. A learner may use a device or partner to move an item.

## Story or information text purpose mat

**Visual description:** white portrait page with two bordered columns. Left has a simple open-book drawing labelled **Story** and spaces `Who? Where? Problem? Try? Result?`. Right has a line drawing of a list page labelled **Information / How to** and spaces `Question? Need? Steps? Saw? Ask again?`. Bottom asks for a text clue. The drawings are decorative cues; the words carry the categories.

**Copyable text:**

> What is this text helping me do?\
> Name: ___  Text title: ___\
> STORY: Who? ___ Where? ___ Problem? ___ Try? ___ Result? ___\
> INFORMATION / HOW TO: Question? ___ Need? ___ Steps? ___ Saw? ___ Ask again? ___\
> How do I know? Point to a word, line, heading or picture. I noticed: ___

**Tactile route:** use two trays or two paper sections with raised dividing line. A small book-shaped card stands for story; a card with three raised horizontal lines stands for information. Read category names as each card is placed. A child may respond with objects, speech, AAC or dictation.

## Paper-test record strip

Copy onto scrap paper for [integrated Week 1](../integrated/week-01.md):

> My question: ___  My prediction (a guess before trying): ___\
> What I changed: ___  What I kept the same: ___\
> Trial 1 flat: ___  Trial 1 ridged: ___\
> Trial 2 flat: ___  Trial 2 ridged: ___\
> What I observed: ___  What may limit this result: ___  What I would try next: ___

## Route and source record

Copy onto scrap paper for [integrated Week 2](../integrated/week-02.md):

> Place name (verified): ___  Source and date: ___  Permission/limits: ___\
> I saw directly: ___  The source says: ___  I still wonder: ___\
> Map start: ___  Destination: ___  Landmark 1: ___  Landmark 2: ___\
> My reader got stuck at: ___  I revised: ___  How I know my claim: ___

**Rights:** Original text and SVG aids © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit the source, link the licence and note changes. No ACARA visual material was copied.