# Quantity and singular/plural — English draft Build from familiar objects to one-to-five meaning, number+noun phrases and singular/plural contrasts. The noun/presence/number unit is an instructional starting point, not evidence that an individual child is ready. Use only counts and familiar words the learner can access; reduce the set or demonstrate without recording a test when needed. ## Introduce, contrast, mix, transfer Start with one real object and a separate group of two. Model the changed meaning and words once, then offer a fresh opportunity. Move gradually to three, four and five; never make speed the condition for success. Later change spacing, category, boundaries, arrangement, movement and partner. Mix what, where and how-many requests without announcing a topic block. Use one optional probe at a time; do not run all four in the listed order or impose a trial quota. An answer reused after a model is supported evidence. Agree the target kind and place using familiar symbols/objects before asking. Do not introduce new vocabulary and simultaneously test counting. A wrong response can reflect scope, word access, memory, interpretation or number meaning; it does not identify a diagnosis. Use a separate fresh contrast to investigate one cause at a time. ## Score meaning and form separately “Three cup” may communicate the correct number and referent while needing work on the plural noun. A correct noun form does not prove the correct quantity. Count a single observation once; linked targets do not receive extra trials. Do not require a full sentence for a quantity response. Accept pointing, selection, AAC, sign or speech where the requested dimension can be observed. A selection cannot prove independent spoken production. Keep assistance, scene validity and response clarity as separate fields. Structured numerical responses can use the quantity key automatically after the scene and response are confirmed valid. Free speech, synonyms, numeral+noun phrases and unclear responses require human review in this draft. Refusal, no response, invalid scenes and unavailable expression modes are not incorrect answers. No automatic mastery threshold or response-speed criterion is supplied. ## Partner and parent guidance Offer a brief meaningful task such as arranging books or cups. Keep optional materials safe and suitable for the learner. Honour stop, help and changes of mind. Preserve established AAC symbol locations; randomising trial order does not mean moving the communication system. Note what was independent, what was modelled and what remains uncertain. Do not rehearse the reserved assessment routines. ## Practice scenes Each scene has four optional probes. The primary keys and accepted examples are in practice_keys.json. Examples are not an exhaustive answer list. Scene labels below are for the adult, not cues to read to the learner. ## NPX-P01 One among another kind A tray holds one cup and two spoons. Count cups only. - **count**: How many target objects are there in the agreed place? → 1 - **phrase**: Tell me the number and name together. → one cup - **form**: Name the target object or objects without saying the number. → cup - **where**: Where are the target objects? → on the tray ## NPX-P02 Three in a row Lay three books in a row on a mat. Each book is separately visible. - **count**: How many target objects are there in the agreed place? → 3 - **phrase**: Tell me the number and name together. → three books - **form**: Name the target object or objects without saying the number. → books - **where**: Where are the target objects? → on the mat ## NPX-P03 Spread without adding Show four balls together, then spread the same four across the mat without adding or removing any. - **count**: How many target objects are there in the agreed place? → 4 - **phrase**: Tell me the number and name together. → four balls - **form**: Name the target object or objects without saying the number. → balls - **where**: Where are the target objects? → on the mat ## NPX-P04 One remains after removal Start with three plates on the tray. Move two to the shelf; count only the tray. - **count**: How many target objects are there in the agreed place? → 1 - **phrase**: Tell me the number and name together. → one plate - **form**: Name the target object or objects without saying the number. → plate - **where**: Where are the target objects? → on the tray ## NPX-P05 Add across the singular boundary Place one plant pot on the table, then add a second. Ask about the final visible group. - **count**: How many target objects are there in the agreed place? → 2 - **phrase**: Tell me the number and name together. → two plant pots - **form**: Name the target object or objects without saying the number. → plant pots - **where**: Where are the target objects? → on the table ## NPX-P06 Different examples, same kind Place three visibly different baskets on the table. All are baskets despite their different uses. - **count**: How many target objects are there in the agreed place? → 3 - **phrase**: Tell me the number and name together. → three baskets - **form**: Name the target object or objects without saying the number. → baskets - **where**: Where are the target objects? → on the table ## NPX-P07 One large item, several small distractors Place one large ball and four small blocks on the tray. Count balls, not size or all objects. - **count**: How many target objects are there in the agreed place? → 1 - **phrase**: Tell me the number and name together. → one ball - **form**: Name the target object or objects without saying the number. → ball - **where**: Where are the target objects? → on the tray ## NPX-P08 Visible separated stack Place four books on the shelf with every cover or spine individually visible; separate them if overlap is ambiguous. - **count**: How many target objects are there in the agreed place? → 4 - **phrase**: Tell me the number and name together. → four books - **form**: Name the target object or objects without saying the number. → books - **where**: Where are the target objects? → on the shelf ## NPX-P09 Same total, new arrangement Move five spoons from a row into a circle on the same tray, keeping all five visible. - **count**: How many target objects are there in the agreed place? → 5 - **phrase**: Tell me the number and name together. → five spoons - **form**: Name the target object or objects without saying the number. → spoons - **where**: Where are the target objects? → on the tray ## NPX-P10 Only the named surface Put two cups on the table and three on the shelf. Count only the table group. - **count**: How many target objects are there in the agreed place? → 2 - **phrase**: Tell me the number and name together. → two cups - **form**: Name the target object or objects without saying the number. → cups - **where**: Where are the target objects? → on the table ## NPX-P11 Return to one Put two baskets on the mat; move one to the table. Ask about the mat after the move. - **count**: How many target objects are there in the agreed place? → 1 - **phrase**: Tell me the number and name together. → one basket - **form**: Name the target object or objects without saying the number. → basket - **where**: Where are the target objects? → on the mat ## NPX-P12 Match without identical appearance Place three plates of different sizes on the table. Count each plate once. - **count**: How many target objects are there in the agreed place? → 3 - **phrase**: Tell me the number and name together. → three plates - **form**: Name the target object or objects without saying the number. → plates - **where**: Where are the target objects? → on the table ## NPX-P13 One object has several parts Place one plant pot with several leaves on the shelf. Count pots, not leaves. - **count**: How many target objects are there in the agreed place? → 1 - **phrase**: Tell me the number and name together. → one plant pot - **form**: Name the target object or objects without saying the number. → plant pot - **where**: Where are the target objects? → on the shelf ## NPX-P14 Join subgroups Put two books at one end of the mat and three at the other. The whole mat is the counting boundary. - **count**: How many target objects are there in the agreed place? → 5 - **phrase**: Tell me the number and name together. → five books - **form**: Name the target object or objects without saying the number. → books - **where**: Where are the target objects? → on the mat ## NPX-P15 Count the kind among mixed objects Place three spoons, one cup and two plates on the table. Count spoons only. - **count**: How many target objects are there in the agreed place? → 3 - **phrase**: Tell me the number and name together. → three spoons - **form**: Name the target object or objects without saying the number. → spoons - **where**: Where are the target objects? → on the table ## NPX-P16 One empty container still exists Put one empty basket on the shelf. Count baskets rather than their contents. - **count**: How many target objects are there in the agreed place? → 1 - **phrase**: Tell me the number and name together. → one basket - **form**: Name the target object or objects without saying the number. → basket - **where**: Where are the target objects? → on the shelf ## NPX-P17 Change after a count Count three balls on the tray together, then move one to the mat. Ask about the current tray. - **count**: How many target objects are there in the agreed place? → 2 - **phrase**: Tell me the number and name together. → two balls - **form**: Name the target object or objects without saying the number. → balls - **where**: Where are the target objects? → on the tray ## NPX-P18 A moved group keeps its count Move four plates from the table to the shelf, keeping each separately visible. Ask after the move. - **count**: How many target objects are there in the agreed place? → 4 - **phrase**: Tell me the number and name together. → four plates - **form**: Name the target object or objects without saying the number. → plates - **where**: Where are the target objects? → on the shelf ## NPX-P19 Distribute, then describe the whole Put five cups at five places on the table for a pretend gathering. Count the whole table. - **count**: How many target objects are there in the agreed place? → 5 - **phrase**: Tell me the number and name together. → five cups - **form**: Name the target object or objects without saying the number. → cups - **where**: Where are the target objects? → on the table ## NPX-P20 Correct a mistaken report Place two books on the tray. A puppet says there is one. Invite the learner to check and describe what is actually there; disagreement is optional. - **count**: How many target objects are there in the agreed place? → 2 - **phrase**: Tell me the number and name together. → two books - **form**: Name the target object or objects without saying the number. → books - **where**: Where are the target objects? → on the tray ## Reserved assessment / सुरक्षित आकलन Four separate routines are stored in heldout_cases.json and heldout_keys.json for assessors only. They are excluded from this lesson and narration scripts. Confirm the vocabulary and individual exposure history across languages and other units before any transfer claim. Unknown history is not unseen evidence. No mastery or transfer credit is awarded by this draft.