# Full text and tactile routes for four A4 maths aids

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](factor-array-lab.pdf) · [SVG](factor-array-lab.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](square-factor-strip.pdf) · [SVG](square-factor-strip.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](fraction-lines.pdf) · [SVG](fraction-lines.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](equal-whole-bars.pdf) · [SVG](equal-whole-bars.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](https://creativecommons.org/licenses/by/4.0/). See [font rights](FONT-RIGHTS.md) and [source/rights ledger](../SOURCES-AND-REVIEW.md).