# Year 4 mathematics · complete text and tactile alternatives

Every label, scale and spatial relationship from the two original blank A4 aids appears here. The teacher may read, enlarge, emboss, build with string or use a screen-reader-friendly text route. The [decimal-line SVG](decimal-line.svg) and [PDF](decimal-line.pdf) and [equal-whole SVG](equal-whole.svg) and [PDF](equal-whole.pdf) contain **no worked answer**. A learner can create the same relations on plain paper. PDF text is selectable; human screen-reader and tagging review remains pending.

## Decimal-line aid

There are **three separate horizontal lines**, one below another. Each has eleven tick positions from left endpoint through right endpoint and therefore **ten equal spaces**. Do not count the first endpoint as a travelled space. None of the interior ticks is labelled or pre-marked as an answer.

1. **Line A**, top: left endpoint **0**, right endpoint **1**. Its ten equal spaces each represent **0.1**. Below it the learner fills “My mark is ___; it is ___ spaces after ___.”
2. **Line B**, middle: left endpoint **0.20**, right endpoint **0.30**. Its ten equal spaces each represent **0.01**. The learner fills “Each gap = 0.01. My mark is ___; I counted ___ gaps.”
3. **Line C**, bottom: left endpoint **1.00**, right endpoint **1.10**. Its ten equal spaces each represent **0.01**. The learner fills “My mark is ___; its whole/tenth/hundredth places are ___.”

At the bottom: “Scale check: are all the spaces on this line equal? yes / redo.” Then: “If your lesson uses different endpoints, relabel a blank line first.” Final reminder: “A point on one zoom is not automatically at the same place on another.”

**Tactile route:** Tie one string from a raised left endpoint to a raised right endpoint. Divide it into ten equal physical gaps, making eleven raised tick positions. Put a loose marker on the number of **gaps after left endpoint** selected by the learner. Name each line's gap value and its endpoints before moving a marker. Rebuild or relabel a new line for a different interval. During a held-out check, give only the endpoints and equal-gaps structure; the child selects the location.

## Equal-whole equivalence aid

There are **five equal-sized square wholes**, each 72 mm by 72 mm and entirely blank. Two squares are in the top row, two in the middle row and one at bottom left. The top-left square is divided into **2 equal horizontal bands**; top-right into **4 equal horizontal bands**. Middle-left has **5 equal horizontal bands**; middle-right has **10 equal horizontal bands**. Bottom-left is a **10 by 10 grid of 100 equal small square cells**. Because every outer square is the same size, shaded areas can be matched fairly across them. All parts inside a given square are equal; no part is pre-shaded.

At bottom right, blank lines ask “My fraction names: ___/___ = ___/___ = ___ decimal” and “Why equal? ___”. The child may choose any pair of related partitions suitable for the day's task.

**Tactile route:** Cut or emboss five equal-sized square outlines. Partition them into 2, 4, 5, 10 and 100 equal parts exactly as above; use removable textured pieces rather than colour. The learner chooses and attaches pieces, then compares the covered share against **the same size** outside boundary each time. For halves, one of two, two of four, five of ten and 50 of 100 cover the same share. For fifths, one of five aligns with two of ten and 20 of 100. These are teacher orientation examples; the held-out Day 20 two-fifths task should remain unseen before the learner responds.

Original SubjectNest SVG layouts, descriptions and tactile routes © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and note changes. Embedded PDF font rights are [separate](FONT-RIGHTS.md).