Six exact ordinary text alternatives | Year 1 Maths · T1 W7–8 · Text…

Printing is optional. These describe the same visible information and blank fields. Draw large, use suitable tactile/safe materials or have an adult follow the child's grouping/marking decisions. A supplied group or spoken answer is named as support, not child-created partitioning.

count-once · Count once. Make a group.

Visible learner instructions: Choose equal groups. Keep counted objects separate. Point, select, sign, speak or direct an adult to mark/move. Your own grouping or count explanation: What is one group worth? What does your final count include?

Exact diagram information / staff preparation where held: Two empty outlined areas: Waiting objects at left and Counted groups at right. No pre-filled mathematical grouping or total is supplied. Below is a large empty own-grouping/count-explanation region. Reproduce two available surface areas rather than require printing or a motor task.

Blank fields: waiting, counted and own-grouping spaces remain empty.

Original diagrams/tasks © NeuroForgeIO Pty Ltd 2026, SubjectNest v0.1.0, 1 October2026. CC BY4.0: https://creativecommons.org/licenses/by/4.0/. Credit creator/source/licence and note changes. No endorsement or human trial claim.

twos · Pairs and growing twos

Visible learner instructions: Each next stage adds two objects. Check actual quantities. These are increasing amounts, not a repeating decoration. Choose a mark/symbol. Make your own increasing stages. Show which two marks were added. Explain a next stage.

Exact diagram information / staff preparation where held: Four outlined stage boxes, top left2 square marks in one row, top right4 in one row, bottom left6 in rows4+2, bottom right8 in rows4+4. Each states its corresponding stage quantity2,4,6,8. The task is growing quantities with a two-object change, not a repeated decoration. An adult can provide the stage objects and the child choose/mark their own sequence below; provided stages are teacher models.

Blank fields: One own-stage region below all four given stages.

group-check · Check or repair a group

Visible learner instructions: The claim is: each box holds a pair. Check membership before relying on a twos count. Choose a repair. Show what changed in the objects or claim. A correct total alone does not establish equal groups.

Exact diagram information / staff preparation where held: Six boxes in two rows of three. In reading order they contain2,2,3,1,2,2 circle marks. These are12 drawn objects, with one three and one one among the alleged pairs. No repair answer is printed in the diagram. Prepare six groups with those actual counts for no-print access, then let the child audit and decide physical changes/claim.

Blank fields: An empty repair/explanation region beneath the supplied boxes.

fives · Fives and growing fives

Visible learner instructions: Audit five objects in one full unit. Then count the whole stage. Each next stage adds one full five-object group. Make a next stage or an own sequence, with a stated rule. Frame capacity is different from actual objects present.

Exact diagram information / staff preparation where held: Three stage boxes across. First has one row of5 circle marks and label5; second has two rows of5 and label10; third has three rows of5 and label15. These are separate cumulative stage representations. Full given stages model5/10/15; children still choose/create a new stage or own sequence. Tactile or large groups may replace the circles.

Blank fields: One generous own-fives-stages region below the three examples.

fives-tens · Two fives make a ten

Visible learner instructions: Top and bottom are two representations of ONE collection. Replace grouping boundaries. Do not add a second collection. The same objects represented in one full ten: Explain what stayed the same and what grouping changed. Two drawings can represent the same objects; count that set once.

Exact diagram information / staff preparation where held: Top:two separate outlined boxes each contain5 circle marks. Bottom:one outlined box contains10 circle marks. There are20 drawn marks across two representations, but the explicitly stated original collection contains10 objects represented twice. The grouping boundary changes; it is not a second original collection. For physical access use the SAME ten objects and replace boundaries rather than add ten new objects.

Blank fields: An empty own-replacement/explanation region below the supplied equivalence.

large-collection · A collection to organise

Visible learner instructions: Choose groups. Check one group, then count every object once. An adult may draw grouping marks only where you direct. Your chosen unit and count account: Record the actual range completed. A prediction is not a performed count.

Exact diagram information / staff preparation where held: The unlabelled original field contains120 individual open circles, arranged roughly14 across for eight complete rows and a final row of8, with small deterministic positional variation. No twelve fixed ten-strips, numbered groups or total is printed in the field. For no-print preparation, the adult verifies120 safe/tactile/large marks privately, presents them ungrouped and reads the neutral learner invitation; the child chooses membership/counting. A teacher-known preparation total is not a child answer. Supplied totals/arrangements are recorded as support when encountered before an own attempt.

Blank fields: An empty own-large-account region after the mark field.