The Table Signs team and every event in this packet are made up. You will compare what their sources say, try a paper design if your teacher says it is safe, and advise a fictional room manager. You can choose to speak, sign, use AAC, point, draw, type, handle cards or write. Ask for enlarged text, extra time, a quiet response or a scribe if useful. Your teacher will record which parts you did yourself. You do not need to share anything about your home, identity or health. A–E source cards and print/text tools are available.
Day 11 · Read the source, not just the headline
Read Source A and then B. Mark who made A, whom it hopes to reach, what large claim you notice, and one smaller detail that might affect a decision. Finish: “A says _. B adds _. I would ask ____.” Choose poster annotation, source strips or an exact-word spoken/signed/AAC record.
Day 12 · Rebuild the record
Make a three-category tally from B. Show the total number tried. Sort these into “supported”, “unsupported” or “still unknown”: “18 upright at closing”; “18 never needed a change”; “everyone liked the sign”. Explain why two selected comments cannot speak for every viewer. Choose counters, a typed table or a card-sort with your explanation.
Day 13 · Layout lab
Use 24 paper squares or marks. Make two different equal-row arrays and write their factor pairs. Compare 23, 24 and 25: which is prime, composite or square? Choose a layout for 24 signs, and name a practical reason. You may move squares, draw arrays or direct someone else to lay them out while you explain.
Day 14 · A test that someone could repeat
Plan a question for two paper folds. Write what you would change, what you would keep similar, when you would check and what you would record. If your teacher approves, test two small paper signs on the same desk and record only your own observations. If no test happens, write not observed in the result cells. Choose making, pre-folded tactile parts or a spoken/signed/AAC test plan.
Day 15 · New-case check
Your teacher will hand out a new fictional source set. Work on your first response by yourself in your chosen access mode. Mark where each answer came from. After your teacher collects it, you can try another route and compare ideas. Keep the new case closed until your teacher gives it to you.
Day 16 · One whole, several fractions
Take all 24 signs tried as one whole. On one line from 0 to 1, place 6/24, 12/24 and 18/24 as equivalent common fractions. Add 8/24, clearly labelled as a hypothetical retest allocation, not an observed outcome. Put all four in order and explain one comparison. Choose counters, a raised line, or a labelled drawing/text explanation.
Day 17 · Honest visual emphasis
Create a small poster asking for a second test. Make its largest words interesting and accurate. Show the source, whole number tried and the adjustment detail clearly. Make and then improve a real paper, typed or directed layout. A partner tells you what they saw first; record what you changed and why. Use a high-contrast, tactile or spoken layout direction if useful.
Day 18 · Design criteria
Agree at least three criteria for two paper-sign ideas. What would you check at the same time and place? Sketch, fold or direct two versions. Label what actually changed. Split your notes into observed, planned and needs evidence. No one should pretend a drawing proves that a sign works.
Day 19 · Advise the fictional manager
Choose whether to permit a small supervised retest, ask for a clearer plan first, or revise the design first. Give two details from the sources, one concern or uncertainty and a next step. Make a short memo, an evidence-strip explanation or a spoken/signed/AAC brief. Ask a partner one respectful question and improve one sentence.
Day 20 · New-case check
Your teacher will give you a fresh fictional source set. Use the sources and one consistent whole on your number line. Make a careful recommendation that says what is known, what is not yet known and what should happen next. First respond independently in your chosen access mode. Keep the new case closed until your teacher gives it to you.
Your evidence promise: Name the source, label an invented number as invented, and use “at closing”, “after adjustment”, “unknown” and “if” when they matter. A well-supported “test first” or “I cannot tell yet” is a thoughtful conclusion.