The SVG/PDF labels are selectable text. A large-print page, screen reader, AAC script, neutral reader or tactile cards can use all information below without seeing lines or colour. Print A4 at 100% if desired; no colour is required. Use raised strips or counters only when labels/quantities are explicit. The learner still chooses the algebraic step.
Expression grouping board
Title: Expression grouping board. Three rows are shown. In each row there is one rectangle labelled x followed by four separate unit squares, each labelled 1. Thus each row means x+4. Three equal rows mean 3(x+4). Counting all units gives x+x+x+4+4+4=3x+12. The x rectangle represents an unknown variable amount, not a single card. At bottom are blank lines to choose another numeric input and show both forms give the same total.
Tactile: Make three separated groups. Each has one large card marked x in print/Braille/raised label and four individually marked 1 counters. Read the number of groups, then count the x terms and unit terms separately. Do not use touch alone to imply x=1. Equivalent spoken route: “three brackets, each x plus four; three x terms and twelve ones.” The same structure can be recreated with ordinary text lines.
Balance and rearrange mat
Title: Balance + rearrange mat. Top fields ask for original left side, right side, variable and allowed values. Then four blank numbered rows, each with two columns: operation on both sides and new equality or reason. At the bottom, fields ask for substitution into the original relation, both results and whether the answer fits the model domain.
Text-only template: Original: [left]=[right]. Variable/domain: ... Step 1: [same operation on left and right] -> [new equality]. Step 2... Step 3... Step 4... Check: substitute [value] into original; left [ ], right [ ], domain [ ]. A tactile route uses two labelled piles, “left” and “right”. Whenever a learner removes/adds a labelled term from one pile, do the same to the other and dictate/write the symbolic line. For an inequality, do not treat it as an equal balance when multiplying/dividing by a negative; check the relation with values and reverse its direction.
Line and boundary board
Title: Line + boundary board. Upper Cartesian grid: horizontal input ticks labelled whole values 0,1,2,3,4,5,6,7,8; vertical total ticks labelled 0,5,10,15,20,25,30,35,40. The axes are blank except for “input (batches/posters/turns)” and “model total”; the teacher/learner must label the actual problem units. A plotted point (6,30) means input six and total thirty only after units are named. The lower number line has ticks 0,1,2,3,4,5,6,7,8,9,10 for marking allowed input values. A closed boundary dot includes its value (≤/≥), while an open dot excludes it (</>). The actual solution set also depends on the problem's domain.
Tactile: Use two orthogonal raised strips with brailled/large-print tick cards for the upper grid, or dictate ordered pairs in a table instead; graph shape is not required to carry the answer. Use a linear row of 0–10 labelled cards for the lower number line, a solid boundary token for included and a ring token for excluded, then explicitly list which integer cards are allowed. Avoid relying on left/right arrow orientation alone: say “all values at most 5” or “all values below 4”.
An access change (neutral reading, enlarged labels, tactile representation) is separate from a hint such as “subtract 9”. Record them separately. Original SubjectNest alternatives © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.