Original SubjectNest assessment draft · educator and accessibility review pending. This checks progress in representing, ordering, counting and comparing 0–20, especially 11–20. It samples AC9MFN01 and AC9MFN03; it is neither a report grade nor a claim that either full Foundation description or achievement standard has been met. Original content: © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Exact curriculum source, attribution and separate ACARA terms are in README.md.
Gather evidence while teaching
Collect short individual observations from the daily independent tries: A from Days 11–13 and 16–18; B from Days 12 and 17; C from Days 14 and 18; D from Days 15 and 19. Day 20 fills gaps and tests transfer. Use fresh objects and layouts when a partner may have supplied the answer. Keep a few familiar stations running while the teacher checks two or three learners closely. Mark any item not yet observed NA, then arrange a later opportunity; never score missing evidence as zero. Stop and return later if a child is tired, distressed or unable to access the presentation.
Use two separate mats, four ten-frames, up to 40 large counters, whole-numeral cards 0–20 and the number path from print-aids.md. Show the number path during teaching; cover it for an independent order check and reveal it afterward for the child to verify. Record date, range, access format, language used, and whether the response was independent or cued. An adult can move objects under the child's directions. Speech, writing speed, visual scanning and fine motor control are not the mathematics score. If an adaptation changes what can be observed, note the exact evidence rather than assuming equivalence.
Short script and scoring
| Part | Teacher prompt | Independent score | What to notice |
|---|---|---|---|
| A. Numeral and collection | In mixed order, show 11, 14, 17, 20. For each: “What number does this whole card name? Make that many.” The child may indicate the name with speech, sign, AAC, another numeral choice or a known home-language form, then build or direct the build. |
1 for identifying each numeral; 1 for its matching collection: 8 possible. | Keep numeral recognition distinct from counting/building. Check a claimed full ten rather than assuming it. |
| B. Loose-set count | Scatter 12 large objects; later scatter 18 in a new layout. “How many? Show how you know.” | For each set, 1 for one count word or count action per object and 1 for the final cardinal total: 4 possible. | Note skipped/double-counted pieces, sequence errors and whether the child treats the last count as the total. |
| C. Order | Mix 10–15; then mix 15–20. “Put these cards in counting order.” Separately show 12, [empty], 14 and 18, [empty], 20. |
1 for each fully correct six-card sequence and 1 for each missing card: 4 possible. | Record a successful shorter range even if the full item is not yet independent. |
| D. Compare and explain | Show 12 vs 14, 17 vs 17 in different layouts, spread-out 19 vs close-together 16, and 18 vs 20. “Which has more or fewer, or are they the same? How do you know?” | For each pair, 1 for the relation and 1 for a valid count, pairing, path-order or leftover demonstration: 8 possible. | An appearance-based guess alone is not a reason. A gesture showing unmatched objects can be a full explanation. |
Maximum if all items are assessed: 24. Record A /8, B /4, C /4, D /8 and total earned / total assessed, with an NA flag for each omitted item. No cutoff has been validated. Domain scores, exact responses and change over time matter more than a total. A correct response after a model belongs in the teaching note and can guide tomorrow, but does not count as an independent assessment point.
Answer key
| Item | Key |
|---|---|
| A | 11 ↔ 11 objects; 14 ↔ 14; 17 ↔ 17; 20 ↔ 20. A full ten plus 1, 4 or 7, and two full tens for 20, are useful structures but are not the only valid builds. |
| B | First scattered set totals 12; second totals 18. The final count words should be twelve and eighteen in English, or the equivalent verified quantity expression in the learner's language or AAC. |
| C | 10, 11, 12, 13, 14, 15; 15, 16, 17, 18, 19, 20; missing cards 13 and 19. |
| D | 14 > 12 by two; 17 = 17; 19 > 16 by three regardless of spread; 20 > 18 by two. If asked the reverse, 12 < 14, 16 < 19 and 18 < 20. |
Ready-to-copy private record
Learner code: ______ Date(s): ______ Access route/language: ______________
Fresh individual response? yes / no Cues before answer? yes / no
A __/8 or NA items: ______ B __/4 or NA items: ______
C __/4 or NA items: ______ D __/8 or NA items: ______
TOTAL EARNED / TOTAL ASSESSED: ______ / ______
Exact response or demonstration: ______________________________________
Smallest secure range: ______ Next teaching move: ___________________
Recheck date and fresh example: _______________________________________
Keep identifiable records within the school's approved system. Do not upload child work or names to a public product. Discuss adjustments with the child, family and relevant school team as appropriate. A home-language response or signed/AAC response can show the mathematical idea; seek a qualified language reviewer if the adult cannot verify the number expression.
Turn results into the next lesson
| Evidence | Teach next | Fresh recheck |
|---|---|---|
| Counts ten accurately but drops the full ten when making a teen set | Keep one checked ten-frame full, add 1–3 in the second, and count all; then vary the second part. | Make 12, then 14 from an uncounted pile. |
| Counts an object twice or stops before the whole set | Move each counted object to a second mat exactly once; practise at the last secure range before increasing it. | Loose 12, then 18 only when 12 is secure. |
Calls 14 “four” or treats 20 as two |
Pair each whole numeral card with its full object collection; cover and rebuild one card at a time. | Choose 14 from 14/4 and 20 from 20/2 using objects. |
| Spoken teen names vary but numeral-to-quantity matching is sound | Keep the mathematical score separate. Model the locally taught English name alongside the home-language form where verified; do not guess a translation. | Show a new numeral and let the child demonstrate its set without requiring English speech. |
| Sequence slips after 15 or skips 19 | Build a short growing path of three to six sets, one more each step; match whole cards. | Order 15–20 and locate missing 19. |
| Long row or bigger objects override counted quantity | Pair objects across the two mats, then rearrange one set without adding or removing. | Fresh spread 19 vs clustered 16, then equal 17/17. |
| All four domains are secure across fresh settings | Revisit 0–20 in loose layouts and an accessible virtual representation if locally available; move to the planned Foundation part-whole, operations, pattern, measure, space and data work. | New 11–20 scene after several days, with a reason. |
After a model, give guided practice and then one fresh independent try. Record the smallest next step, not a permanent ability label. AERO monitoring guidance informs this observe–respond–recheck cycle; the scoring tool itself has not been standardised or classroom validated.