All four aids are original black-on-white one-page A4 SVGs with selectable-text PDFs. Every SVG has a title and description. This page states all labels and spatial relationships, so a learner can reason without visual access or a printer. Blank means blank: the aids do not pre-mark the fresh-check answers. Use an adult read-aloud, screen reader, raised lines, large pieces or learner-directed scribing as needed. Count gaps, keep the same whole and record the route used.
Factor-array investigation · PDF · SVG
Heading: “Year 6 maths · factor-array investigation”. Instruction: “Choose a total. Show arrays or record factor pairs. Use positive whole numbers.” There is a blank Total N line. A 10 by 10 blank cell grid is at left; four blank Distinct factor pairs lines of the form “_ × _” are at right. Under both are two blank lines headed “More pairs / how I know I have found them all”. A line of empty checkboxes says “Prime? Composite? Square? Neither prime nor composite?” (multiple properties can apply). A note says “A square may also be composite. A factor list needs a reason.” Two final lines ask for “My exact evidence”. The bottom note says, “For long rows such as 1 × 23, write the pair; the 10 × 10 grid is optional.” No value for N, factor or classification is filled in.
Tactile/text route: Make an empty list with columns row count | column count | product, then a separate classification list. Use a textured rectangle card or large grid board if moving tiles helps. A factor pair with a side longer than ten can be spoken or written; do not force it onto the printed grid. A complete factor explanation matters more than manipulating small objects.
Square and factor strip · PDF · SVG
Heading: “Year 6 maths · square and factor strip”. It says to fill totals and explain both square and factor properties, with a note that a number may have two labels and 1 is a special case. The four-column table has seven blank rows for side n=1,2,3,4,5,6,7; columns are Side n, n × n = blank, Total = blank, and Prime / composite / neither = blank. At bottom: “Why is 1 different?” followed by a blank line. This strip stops at 7 and therefore does not display the Day 15 unseen 64 total.
Tactile/text route: Seven side cards 1 through 7; each has a blank product card and classification card. A learner can count imagined rows, state a multiplication fact or assemble large square tiles. Ask for factors as evidence; the chart's shape alone is not a prime test.
Same-whole fraction number lines · PDF · SVG
Heading: “Year 6 maths · same-whole fraction number lines”. Instruction: “Count equal GAPS, not tick marks. Label equivalent names at one point.” Line A runs from 0 at the left endpoint to 1 at the right endpoint with 12 equal gaps and 13 tick marks. There is a blank line for “My mark(s) and reason.” Line B runs from 0 to 2 with 24 equal gaps and 25 tick marks. Its centre mark, after 12 gaps, is labelled 1; the left endpoint 0 and right endpoint 2 are labelled. There is a blank line for “My equivalent twelfth names.” No interior fraction answer is marked. A bold note says the two printed lines have different physical scales. Another says to compare values within a line, not transfer centimetres between lines; the 0–1 and 1–2 units within B match.
Tactile/text route: Line A is a cord/card strip with 13 raised tick markers forming 12 equal spaces; endpoints 0 and 1. Line B uses 25 markers forming 24 equal spaces; endpoints 0 and 2, with the centre 1 distinct. Say “gap 0” at 0 and count spaces aloud to an intended position. For Line B, gap 12 is 1, gap 24 is 2. The learner places a movable card for each fraction and explains the count. Physical centimetres from A cannot be transferred to B; each has its own stated scale.
Equal-whole fraction bars · PDF · SVG
Heading: “Year 6 maths · equal-whole fraction bars”. Four same-length, left- and right-aligned unshaded rectangular bars run down the page. Top bar is split into 2 equal halves; next into 3 equal thirds; next into 4 equal quarters; bottom into 12 equal twelfths. Every bar represents one whole of the same length; no part is shaded. Below the bars: a blank line “Same position, two names” and the reminder “Compare shaded LENGTHS only when the whole bars match.”
Tactile/text route: Cut or emboss four strips to identical full lengths, with 2, 3, 4 and 12 evenly spaced tactile partitions respectively. Align left and right ends. Learners lay a marker at the end of a chosen share and then give another name for that same position. If strips differ in full length, remake them before comparing.
Original aid wording, layout and alternatives © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. See font rights and source/rights ledger.