# Your pop-up exhibit · clean learner cards

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](print/exhibit-rail.pdf) or the [spoken/tactile version](print/TEXT-ALTERNATIVES.md).

## 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](https://creativecommons.org/licenses/by/4.0/); credit, link and note changes.