# Useful ordinary practice and family offers

All supplied counts, prices and events below are original fiction. They are complete stand-alone taught offers, not unseen assessment. The separate adult possibility is for teaching after an available attempt. Changing a number requires restating units and conditions and computing a new result. The real denomination fact in CURRICULUM-RIGHTS is a separate sourced fact; it does not make the fictional budgets current prices.

## Contexts

### C01

**A:** 312

**B:** 124

**Id:** C01

**Job:** join

**Reason:** Name both parts and the whole.

**Source:** A fictional repair desk receives 312 paper slips and 124 more of the same kind.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Repair slips

**Worked staff:** 436 slips: 300+100+10+20+2+4=436.

### C02

**A:** 523

**B:** 245

**Id:** C02

**Job:** join

**Reason:** Distinct card types can join as a total card count; no story quality claim.

**Source:** An invented story archive joins 523 scene cards and 245 character cards; all are counted as cards.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Story cards

**Worked staff:** 768 cards: 500+200+20+40+3+5.

### C03

**A:** 186

**B:** 257

**Id:** C03

**Job:** join

**Reason:** Rename 13 ones and 14 tens without losing value.

**Source:** A fictional badge set has 186 blue and 257 plain badges.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Game badges

**Worked staff:** 443 badges: 300+130+13.

### C04

**A:** 438

**B:** 185

**Id:** C04

**Job:** join

**Reason:** Represent one hundred crossing.

**Source:** An imagined sound game has 438 prompt cards and 185 new prompt cards. No volume or hearing task is required.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Sound prompt cards

**Worked staff:** 623 cards: 438+100+80+5.

### C05

**A:** 399

**B:** 146

**Id:** C05

**Job:** join

**Reason:** Show the extra one and its removal.

**Source:** A fictional sticker plan joins 399 and 146 stickers.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Sticker strips

**Worked staff:** 545: 400+146−1.

### C06

**A:** 698

**B:** 257

**Id:** C06

**Job:** join

**Reason:** Contrast about 700+300=1000 with exact 955.

**Source:** An invented costume plan joins 698 and 257 labels.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Costume labels

**Worked staff:** 955: 700+257−2.

### C07

**A:** 705

**B:** 268

**Id:** C07

**Job:** remove

**Reason:** No real map or journey claim.

**Source:** A fictional tabletop map has 705 tiles, removes 268 from the design.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Map tiles

**Worked staff:** 437 left; 705=6 hundreds 9 tens 15 ones; 268+437=705.

### C08

**A:** 902

**B:** 457

**Id:** C08

**Job:** remove

**Reason:** Keep count-up as connected check.

**Source:** An imagined puzzle store has 902 pieces and uses 457 once.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Puzzle pieces

**Worked staff:** 445 left; 457→500(+43)→900(+400)→902(+2).

### C09

**A:** 1301

**B:** 987

**Id:** C09

**Job:** compare

**Reason:** Difference counts slips, not reading ability.

**Source:** Two made-up reading stations list 1301 and 987 slips. Both collections remain.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Reading slips

**Worked staff:** 314 difference: 13+300+1.

### C10

**A:** 2002

**B:** 1786

**Id:** C10

**Job:** compare

**Reason:** No environmental impact claim.

**Source:** Two invented recycling-game trays show 2002 and 1786 point cards; no waste-weight observation.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Recycling game

**Worked staff:** 216 difference: 14+200+2.

### C11

**A:** 287

**B:** 630

**Id:** C11

**Job:** missing_addend

**Reason:** Box is the missing part, not 630.

**Source:** A fictional print target is 630 cards, 287 available: 287+□=630.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Print target

**Worked staff:** 343 needed; 287+343=630.

### C12

**A:** 576

**B:** 900

**Id:** C12

**Job:** missing_addend

**Reason:** Nothing about real animals or habitat.

**Source:** An invented creature card target is 900, 576 already counted.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Creature game

**Worked staff:** 324 needed; 576+324=900.

### C13

**A:** 840

**B:** 518

**Id:** C13

**Job:** missing_used

**Reason:** Unknown is used amount.

**Source:** A fictional archive starts 840 cards, ends 518: 840−□=518.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Archive retirement

**Worked staff:** 322 removed; 840−322=518.

### C14

**A:** 237

**B:** 486

**Id:** C14

**Job:** missing_start

**Reason:** Not actual ticket sales.

**Source:** A fictional theatre uses 237 paper tickets and has 486 left:□−237=486.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Paper theatre

**Worked staff:** 723 start; 723−237=486.

### C15

**A:** 176

**B:** 430

**Id:** C15

**Job:** equality

**Reason:** Compute known side before missing part.

**Source:** An invented equation is 176+□=400+30.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Two-box puzzle

**Worked staff:** 254; 176+254=430.

### C16

**A:** 328

**B:** 650

**Id:** C16

**Job:** equality

**Reason:** Do not copy 650 into the box.

**Source:** An imaginary equation is 900−250=□+328.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Shelf puzzle

**Worked staff:** 322; 650=322+328.

### C17

**A:** 197

**B:** 186

**Id:** C17

**Job:** join

**Reason:** No real fee, cents or financial advice.

**Source:** Pretend AUD costs $197 and $186 are compared with $380 budget.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Poster budget

**Worked staff:** 383 cost, $3 over; about $200+$190≈$390 is rough.

### C18

**A:** 278

**B:** 195

**Id:** C18

**Job:** join

**Reason:** An estimate can check scale, not exact gap.

**Source:** A made-up puzzle needs 500 clue slips; 278+195 are available.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Clue supply

**Worked staff:** 473 available; 27 more needed.

### C19

**A:** 685

**B:** 147

**Id:** C19

**Job:** join

**Reason:** Plant words are fiction, no growing instructions.

**Source:** An invented paper-garden game starts 685 markers, receives 147, then uses 238.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Paper garden game

**Worked staff:** 832 before use; 594 left; 594+238=832.

### C20

**A:** 1207

**B:** 286

**Id:** C20

**Job:** remove

**Reason:** Order and units are stated, not guessed.

**Source:** A fictional robot card tray starts 1207, uses 286, then receives 149.

**Status:** Original fictional ordinary practice; teach source/help before any own application.

**Title:** Robot-card relay

**Worked staff:** 921 after use; 1070 after arrival; 1070−149=921.

## Home

### H01

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 51

**Id:** H01

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Try small 12+5 if tens/ones are unavailable.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Draw/describe tens and ones; join 30+20 and 2+4; write 56 labels; check 56−24=32.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Make a tiny note someone could use.

#### Routes

##### A small beginning

**Instruction:** Try small 12+5 if tens/ones are unavailable.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Make a tiny note someone could use. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** Pretend 32 labels join 24 more.

**Title:** A drawer note

### H02

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 52

**Id:** H02

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Use 28+7 first if regrouping is new.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Rename 8+7=15 ones as 1 ten 5; 40+10+15=65; check 65−17=48.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Show a ten moving as a group.

#### Routes

##### A small beginning

**Instruction:** Use 28+7 first if regrouping is new.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Show a ten moving as a group. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** A fictional kit has 48 cards and receives 17.

**Title:** A game-kit top-up

### H03

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 53

**Id:** H03

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Use 19+6 before 99+36.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Work 100+36−1=135; mark extra one; contrast about 100+40=140 with exact 135.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Tell someone why you put one back.

#### Routes

##### A small beginning

**Instruction:** Use 19+6 before 99+36.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Tell someone why you put one back. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** An invented card set joins 99 and 36.

**Title:** A friendly-number trick

### H04

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 54

**Id:** H04

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Use 30−8 first if regrouping needs teaching.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Rename 102 as 9 tens 12 ones; subtract 3 tens 8 ones=64; check 64+38=102.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Keep a left-count note.

#### Routes

##### A small beginning

**Instruction:** Use 30−8 first if regrouping needs teaching.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Keep a left-count note. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** A pretend tray has 102 labels and uses 38.

**Title:** A tray after use

### H05

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 55

**Id:** H05

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Compare 7 and 4 first; neither collection is removed.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Count 68→70(+2)→80(+10)→81(+1)=13; check 68+13=81.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Say more without calling one player better.

#### Routes

##### A small beginning

**Instruction:** Compare 7 and 4 first; neither collection is removed.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Say more without calling one player better. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** Fictional game counts 81 and 68.

**Title:** Two imaginary scores

### H06

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 56

**Id:** H06

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Use 18+□=31 first if box role is new.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Count 57→60(+3)→95(+35)=38; substitute 57+38=95.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Make a refill request for the further labels needed.

#### Routes

##### A small beginning

**Instruction:** Use 18+□=31 first if box role is new.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Make a refill request for the further labels needed. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** A made-up kit needs 95 labels, has 57: 57+□=95.

**Title:** What is missing?

### H07

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 57

**Id:** H07

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Contrast□−4=9 and 13−□=9 first.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Join 26 used and 47 left to get 73 start; check 73−26=47; label start/used/left.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Help a new maker read the missing role.

#### Routes

##### A small beginning

**Instruction:** Contrast□−4=9 and 13−□=9 first.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Help a new maker read the missing role. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** An invented label box starts with an unknown count of labels. It uses26 labels and has47 left: □−26=47. Find the start and check it.

**Title:** Start or used?

### H08

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 58

**Id:** H08

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Use small 12+3=10+5 if=needs teaching.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Known side 32; unknown 14; check 18+14=32 and 25+7=32; keep both sides visible.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Write a two-side puzzle.

#### Routes

##### A small beginning

**Instruction:** Use small 12+3=10+5 if=needs teaching.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Write a two-side puzzle. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** Fictional 18+□=25+7.

**Title:** A puzzle for a friend

### H09

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 59

**Id:** H09

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Use card counts with target 100 if dollars are unfamiliar.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Rough 50+50≈100; exact 101 is $1 over; offer keep/check/change without actual purchase.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Catch a very close decision.

#### Routes

##### A small beginning

**Instruction:** Use card counts with target 100 if dollars are unfamiliar.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Catch a very close decision. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** Invented AUD budget $100, costs $49 and $52.

**Title:** A pretend budget

### H10

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 60

**Id:** H10

**Notice:** Ordinary optional home practice, not unseen assessment or proof a child actually handled stock. Suggested 5–12 minutes, unpiloted; stop after a useful part.

#### Numbered moves

1. Read the stated source and choose paper, description or usual communication. Adult supply only a separate 35+18−12=41 model if needed; own choices stay blank.
2. Try one own way before the grown-up model. Keep your values and unit labels.
3. Grown-up separate practice possibility: Name your values, add arrival, subtract use; check left+used=after arrival; keep before/after labels.
4. Receive one available explanation or check. Ask whether to keep, change, pause or finish; another example is optional.

**Purpose:** Create one useful game or collection note.

#### Routes

##### A small beginning

**Instruction:** Adult supply only a separate 35+18−12=41 model if needed; own choices stay blank.

**Name:** A small beginning

##### Make the useful note

**Instruction:** Create one useful game or collection note. Use complete provided source and label the answer unit.

**Name:** Make the useful note

##### Change one condition

**Instruction:** Choose a different whole count within 0–200 that keeps the result nonnegative. Restate all conditions and check the new result; the original worked answer cannot fill it.

**Name:** Change one condition

**Source:** Choose invented start 20–60, arrival 10–30, use 0–20.

**Title:** A note of your own

## Projects

### X01

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 51

**Id:** X01

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 378 slips.
4. Build the intended tangible note/puzzle/gallery or exact description. Design a source/count/strategy/check note, then choose a new pair between 100 and 500; explain what may join as like units.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Design a source/count/strategy/check note, then choose a new pair between 100 and 500; explain what may join as like units.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Design a source/count/strategy/check note, then choose a new pair between 100 and 500; explain what may join as like units.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** An imagined desk joins 246 and 132 repair slips.

**Title:** Repair-desk organiser

**Worked staff:** 378 slips.

### X02

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 52

**Id:** X02

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 434; 400+30+4.
4. Build the intended tangible note/puzzle/gallery or exact description. Make a labelled regrouping display using bundles/descriptions; compare chunk addition with the same quantity partition.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Make a labelled regrouping display using bundles/descriptions; compare chunk addition with the same quantity partition.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Make a labelled regrouping display using bundles/descriptions; compare chunk addition with the same quantity partition.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** A fictional display joins 278 and 156 badges.

**Title:** Badge-bundle display

**Worked staff:** 434; 400+30+4.

### X03

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 53

**Id:** X03

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 455 and 545.
4. Build the intended tangible note/puzzle/gallery or exact description. Create a pair of puzzles showing extra 2/extra 1 and their removal; include exact answers on separate adult key.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Create a pair of puzzles showing extra 2/extra 1 and their removal; include exact answers on separate adult key.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Create a pair of puzzles showing extra 2/extra 1 and their removal; include exact answers on separate adult key.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** Invented totals are 198+257 and 399+146.

**Title:** Friendly-number puzzle set

**Worked staff:** 455 and 545.

### X04

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 54

**Id:** X04

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 636; 368+636=1004.
4. Build the intended tangible note/puzzle/gallery or exact description. Create a left-count note with a regrouping or count-up check; show the zero-tens bridge explicitly.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Create a left-count note with a regrouping or count-up check; show the zero-tens bridge explicitly.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Create a left-count note with a regrouping or count-up check; show the zero-tens bridge explicitly.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** A pretend archive starts 1004 cards, uses 368.

**Title:** Archive-left note

**Worked staff:** 636; 368+636=1004.

### X05

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 55

**Id:** X05

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 216 difference.
4. Build the intended tangible note/puzzle/gallery or exact description. Create a comparison card for a maker: retained both whole counts, gap label, no preference from size alone.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Create a comparison card for a maker: retained both whole counts, gap label, no preference from size alone.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Create a comparison card for a maker: retained both whole counts, gap label, no preference from size alone.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** Imaginary game boards need 1503 and 1287 tiles.

**Title:** Game-board comparison

**Worked staff:** 216 difference.

### X06

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 56

**Id:** X06

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 625 needed; 875+625=1500.
4. Build the intended tangible note/puzzle/gallery or exact description. Make a refill request with a part-whole diagram and original-equation check; choose a smaller needed quantity if entry requires.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Make a refill request with a part-whole diagram and original-equation check; choose a smaller needed quantity if entry requires.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Make a refill request with a part-whole diagram and original-equation check; choose a smaller needed quantity if entry requires.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** An invented set needs 1500 sheets, has 875.

**Title:** Print-refill request

**Worked staff:** 625 needed; 875+625=1500.

### X07

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 57

**Id:** X07

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 322 used and 723 start.
4. Build the intended tangible note/puzzle/gallery or exact description. Write two clearly different stories whose unknown roles match; keep numbers and units complete, then check each.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Write two clearly different stories whose unknown roles match; keep numbers and units complete, then check each.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Write two clearly different stories whose unknown roles match; keep numbers and units complete, then check each.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** Fictional equations 840−□=518 and□−237=486.

**Title:** Missing-role story pair

**Worked staff:** 322 used and 723 start.

### X08

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 58

**Id:** X08

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 254 and 322.
4. Build the intended tangible note/puzzle/gallery or exact description. Make a gallery of one or two puzzles with separate solution key; both sides must retain source conditions.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Make a gallery of one or two puzzles with separate solution key; both sides must retain source conditions.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Make a gallery of one or two puzzles with separate solution key; both sides must retain source conditions.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** Imaginary equations 176+□=400+30 and 900−250=□+328.

**Title:** Equal-value puzzle gallery

**Worked staff:** 254 and 322.

### X09

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 59

**Id:** X09

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 1005 available, 5 surplus.
4. Build the intended tangible note/puzzle/gallery or exact description. Compare nearest-ten estimate 500+510≈1010 with exact 1005; create a precise decision without calling estimate proof.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Compare a nearest-ten estimate with your exact calculation; create a precise decision without calling the estimate proof.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Compare a nearest-ten estimate with your exact calculation; create a precise decision without calling the estimate proof.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** An invented maker needs 1000 cards; 498+507 are available.

**Title:** Close supply decision

**Worked staff:** 1005 available, 5 surplus.

### X10

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

**Day:** 60

**Id:** X10

**Notice:** Ordinary larger optional project, 20–40 minutes or several sittings unpiloted; not proof practical making, independence or whole code attainment.

#### Numbered moves

1. Read the complete fictional source; name wanted quantity and units. Select a representation after checking the day entry.
2. Make a source/problem/strategy note. Work the stated problem on own paper or usual communication.
3. Compare with a separate adult possibility only after available own work: 594 left; 685+147=832; 832−238=594.
4. Build the intended tangible note/puzzle/gallery or exact description. Make a complete handover note: source, given unit, question, strategy, result, check, one wanted future change. Another person can read; real use is not required.
5. Try a different stated condition if wanted. Label the first and changed version separately; keep/check/change/pause/finish are choices.

**Purpose:** Make a complete handover note: source, given unit, question, strategy, result, check, one wanted future change. Another person can read; real use is not required.

#### Routes

##### One useful component

**Instruction:** State quantities and try one operation with smaller whole counts. Keep actual mathematical help visible.

**Name:** One useful component

##### A note another maker can read

**Instruction:** Make a complete handover note: source, given unit, question, strategy, result, check, one wanted future change. Another person can read; real use is not required.

**Name:** A note another maker can read

##### A second version

**Instruction:** Select one count to change by 10–50 while keeping nonnegative values. State all new conditions, compute and check; an uncomputed change is a plan.

**Name:** A second version

**Source:** Pretend 685 markers, 147 arrive, 238 used.

**Title:** Maker handover

**Worked staff:** 594 left; 685+147=832; 832−238=594.

## Scripts

### A total worth checking

**Day:** 51

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** A total worth checking

**Written script:** Let’s make something useful. Can we make a stock note that someone else can trust? Today: Join like whole counts using place-value partitioning. Here is our made-up source. Fictional badge studio: 612 blank badges arrive in one parcel and 243 in another. Every badge is counted once. How many badges are available? What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. An invented drawing archive has 421 cards plus 136 new cards. Invite the partition before the total: 400 + 100, 20 + 30, 1 + 6, then 557 cards. Ask why units can be joined. Your turn can be one useful part: For 304 + 152, give a total and one way to check its parts. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Ten ones can travel together

**Day:** 52

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Ten ones can travel together

**Written script:** Let’s make something useful. Make a plan for a collection that crosses a ten or a hundred. Today: Regroup an addition without changing its value. Here is our made-up source. An invented costume cupboard has 364 tags, then receives 278 tags of the same kind. Find the new count. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed. Your turn can be one useful part: Try 258 + 167. Show the regroup or describe it exactly. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Borrow a friendly number, then put it back

**Day:** 53

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Borrow a friendly number, then put it back

**Written script:** Let’s make something useful. Would moving to a nearby round number make this job easier? Today: Use exact compensation and distinguish it from estimation. Here is our made-up source. An invented sticker design has 398 blue stickers and 267 plain stickers. Find the exact total. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. For fictional prompt cards, 497 + 186 = 500 + 186 − 3 = 683. Contrast the wrong 686: it counts the three extra cards. Invite a different check: 497 + 180 + 6. Your turn can be one useful part: Work 299 + 146 exactly using a friendly number, and name the adjustment. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Take away without losing the place values

**Day:** 54

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Take away without losing the place values

**Written script:** Let’s make something useful. Can a repair drawer show what is left clearly? Today: Subtract through regrouping or a connected count-up check. Here is our made-up source. A fictional repair drawer starts with 806 labels. It uses 247 labels once. Find labels left. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. A made-up card store has 704 cards, uses 168. Guide 6 hundreds 9 tens 14 ones minus 1 hundred 6 tens 8 ones = 536. Or subtract 100, 60, 8 in chunks. Your turn can be one useful part: For 603 − 157, show what remains and a connected check. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### How much more?

**Day:** 55

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** How much more?

**Written script:** Let’s make something useful. Help two made-up teams compare their counts without calling one better. Today: Find a difference by counting up; distinguish comparison from a removal event. Here is our made-up source. Two fictional poster designs require 1203 labels and 987 labels. What is the difference in their requirements? No labels have been removed. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. Two invented folders contain 1501 and 1297 cards. Guide +3 to 1300,+200 to 1500,+1 to 1501 =204. Ask whether taking 1297 away from 1501 gives the same difference. Your turn can be one useful part: A fictional score sheet lists 1002 and 875 points. Find the difference and explain its meaning. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Find the missing part

**Day:** 56

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Find the missing part

**Written script:** Let’s make something useful. What needs to join a collection to reach the target? Today: Use addition/subtraction relationships for an unknown addend. Here is our made-up source. An invented card kit needs 725 cards in total. It already has 468. How many more are needed? 468 + □ = 725. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. A fictional badge target is 630 with 275 available. Guide 275+□=630; 275→300(+25)→630(+330)=355. Check 275+355. Your turn can be one useful part: Solve 386 + □ = 540, and show the check in the original equation. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Which part is missing?

**Day:** 57

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Which part is missing?

**Written script:** Let’s make something useful. A missing count can sit at the start or in the amount used. Can your note make that clear? Today: Distinguish unknown starting quantity from unknown subtraction amount. Here is our made-up source. A fictional store starts with 930 tags and finishes with 586. How many were used?930−□=586. Separately, a fictional box uses 175 cards and has 428 left. How many did it start with?□−175=428. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. A fictional game starts with 702 tokens and ends with 459: used 243. A different game uses 126 and ends with 387: start 513. Guide both original-equation checks, one case at a time. Your turn can be one useful part: Solve □ − 148 =367 and explain what the box counts. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Both sides mean the same amount

**Day:** 58

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Both sides mean the same amount

**Written script:** Let’s make something useful. Make a puzzle another person can check without guessing what the equals sign means. Today: Find an unknown when each side contains a calculation. Here is our made-up source. An invented display equation is 245+□=390+75. Find the box value and check both sides. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. For a fictional drawer 620−185=□+240: left 435, unknown 195, check 195+240=435. Invite the learner to compute the known side before undoing the other part. Your turn can be one useful part: Solve 128+□=200+47 and check the two sides. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### An estimate helps. An exact check decides.

**Day:** 59

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** An estimate helps. An exact check decides.

**Written script:** Let’s make something useful. Pick a made-up supply or budget job. What decision does the arithmetic need to answer? Today: Formulate additive practical problems and interpret exact comparisons. Here is our made-up source. A fictional print stand needs 485 handouts. It has 268 in one pile and 124 in another. Is there enough? Separately a pretend art plan has costs $265 and $148, within an invented AUD450 budget. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. An imaginary card plan needs 600 cards; 328+195=523 available, gap 77. A separate invented budget $380 costs $197+$186=$383, $3 over. A rough $200+$190≈$390 suggests close but exact arithmetic settles it. Your turn can be one useful part: Budget $300, fictional costs $148 and $153. Does it fit? Give an exact reason. Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

### Make a useful note of your own

**Day:** 60

**Status:** Original written read-together script only; no generated/voice-reviewed audio or pronunciation/translation claim. Adult mathematical example is practice and cannot stand for own work.

**Title:** Make a useful note of your own

**Written script:** Let’s make something useful. Choose a small planning problem you care about: a game, a collection, a pretend budget or a number puzzle. Make one note useful to someone else. Today: Formulate a complete additive situation, solve and check it for a reader. Here is our made-up source. Adult example: a fictional making station has 675 labels, receives 148 more and uses 236. How many remain? No real making or stock count is claimed. What do the numbers count? You can show, draw, type, sign or tell an agreeing helper. We will try one way together, then you choose a task. Guide a different fictional game: 508 cards, 176 arrive, 245 used; 684−245=439 left. Ask the learner to select addition then subtraction from roles, not follow a hiddenpreset. Receive one useful step if the whole chain is too much. Your turn can be one useful part: Choose one result from your own problem. What does it count and what check supports it? Keep, change, pause or finish. You do not have to read aloud, handle objects or hurry.

## Worksheets

### W01

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 51

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W01

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** Fictional badge studio: 612 blank badges arrive in one parcel and 243 in another. Every badge is counted once. How many badges are available?

**Title:** A total worth checking · my work

### W02

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 52

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W02

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** An invented costume cupboard has 364 tags, then receives 278 tags of the same kind. Find the new count.

**Title:** Ten ones can travel together · my work

### W03

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 53

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W03

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** An invented sticker design has 398 blue stickers and 267 plain stickers. Find the exact total.

**Title:** Borrow a friendly number, then put it back · my work

### W04

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 54

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W04

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** A fictional repair drawer starts with 806 labels. It uses 247 labels once. Find labels left.

**Title:** Take away without losing the place values · my work

### W05

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 55

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W05

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** Two fictional poster designs require 1203 labels and 987 labels. What is the difference in their requirements? No labels have been removed.

**Title:** How much more? · my work

### W06

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 56

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W06

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** An invented card kit needs 725 cards in total. It already has 468. How many more are needed? 468 + □ = 725.

**Title:** Find the missing part · my work

### W07

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 57

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W07

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** A fictional store starts with 930 tags and finishes with 586. How many were used?930−□=586. Separately, a fictional box uses 175 cards and has 428 left. How many did it start with?□−175=428.

**Title:** Which part is missing? · my work

### W08

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 58

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W08

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** An invented display equation is 245+□=390+75. Find the box value and check both sides.

**Title:** Both sides mean the same amount · my work

### W09

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 59

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W09

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** A fictional print stand needs 485 handouts. It has 268 in one pile and 124 in another. Is there enough? Separately a pretend art plan has costs $265 and $148, within an invented AUD450 budget.

**Title:** An estimate helps. An exact check decides. · my work

### W10

**Access:** Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

#### Blank areas

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My numbers, units and question

**Paper:** Empty broad rectangle, not lined unless requested.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My strategy or representation

**Paper:** Empty broad rectangle with no dots, values, arrows or preset diagram.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My result and what it means

**Paper:** Empty broad rectangle.

##### Day None

**Initial content:** Genuinely empty: zero characters; no model or hidden exemplar.

**Label:** My check or next wanted move

**Paper:** Empty broad rectangle.

**Day:** 60

**Eligibility:** Ordinary taught practice only. Held first sources and their four genuine blank prompts are separate.

**Id:** W10

**Instruction:** Choose one ordinary route or your own complete stated problem. Use any of these four empty areas. A label does not require a filled box. Adult models/answers stay on staff work.

**Source:** Adult example: a fictional making station has 675 labels, receives 148 more and uses 236. How many remain? No real making or stock count is claimed.

**Title:** Make a useful note of your own · my work


Original SubjectNest by NeuroForgeIO Pty Ltd2026, CC BY4.0. Curriculum and other outside material retains the separate notices in SOURCE-NOTICE.md. Written proposal, pending different whole review; no source/interface/art/audio or classroom acceptance.