Choose a fictional book cart, maker shelf, game display, garden model or another safe, nonpersonal idea. The number rail is a paper model, not a real walking route. You may speak, point, sign, use AAC, write, draw, move broad cards or direct an adult's hand. You can choose a private visitor and pass on sharing. Keep the same size whole whenever you compare parts. Use the blank exhibit mat or the spoken/tactile version.
Day 11 · A visitor needs a start
Read or hear the invitation, instructions and explanation from your teacher. Which one would help a visitor start? Say why. Make your own first line and put a marker at 0.7 on a 0–1 rail with ten equal spaces. What does the marker mean?
Day 12 · A closer look
Choose 0.23 or 0.28 on a strip from 0.20 to 0.30 with ten equal spaces. Write, say or make a heading and one visitor instruction. Ask your visitor which point they found, then improve one unclear part.
Day 13 · More than one whole
Put 1.3 on a 0–2 tenths rail and 1.03 on a closer 1.00–1.10 rail. Which is closer to 1? Explain which line needs smaller gaps. Make two labels a visitor could follow.
Day 14 · Repair a misleading picture
Your teacher has a paper line with gaps of different lengths. What is wrong if the labels pretend the gaps are equal? Repair it with equal paper spaces. Show which of 0.42 and 0.47 comes first on a correctly labelled close-up. Tell a visitor what changed and why.
Day 15 · A new visitor
After your separate English and maths checks, put 0.65 on a close-up from 0.60 to 0.70. Make a large, tactile or spoken label for a visitor who cannot see a small dot. Ask what they understood. Keep your first version and one change.
Day 16 · Half a whole
Use two same-size strips. Show half of one and an equal amount on a strip with ten equal parts. What part of the second strip matches? Name the decimal, the whole and what your picture does not tell a visitor.
Day 17 · A quarter
Use matching whole strips or a hundred-cell grid. Show one quarter and then three quarters on a new same-size whole. Name a decimal for each. Write or say a short reason using the equal parts you actually made. A preference is different from a model fact.
Day 18 · Two fifths
Make one whole from five equal-size panels. Mark two of them. Make a matching whole from ten equal parts and show the same shaded share. Name the decimal on a 0–1 rail. Give a visitor one step and one reason.
Day 19 · A guide another person can use
Show three fifths on one whole and the matching number of tenths on another same-size whole. Make a guide with a heading, a step, a mathematical reason and one limit: what does your paper model not show about a real place? Ask one willing visitor what needs changing.
Day 20 · An honest final display
After your separate subject checks, use matching whole strips to show four fifths and its equal tenths and decimal. Add a short explanation and a limit. Ask a willing person privately or publicly by choice; you may also use a clearly labelled pretend visitor. Keep your first model and one revision.
At home if you want: use scrap paper and broad pencil marks. A carer can ask “what is the whole?”, “are the parts equal?” or “which word helped your visitor?” without buying, printing, filming or sending us anything. Home work is optional; no family or community story is required. Original SubjectNest cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and note changes.