# Weeks 7–8 formative check: change and repeat

**Original SubjectNest draft · educator and accessibility review pending.** © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). This samples AC9MFN05 and AC9MFA01; it is not a report grade, diagnosis or claim that either entire Foundation description has been met. Exact source and separate ACARA rights are in [README.md](README.md).

## Collect evidence without a speed test

Use individual fresh versions of lesson checks across Days 31–40. Parts A–C can be observed during Week 7, D–G during Week 8; Day 40 fills gaps. A response after a model is useful teaching evidence but not an independent assessment point. Mark an inaccessible or unobserved item `NA`, preserve the assessed denominator and return later. Never infer a score from a partner's work. Stop if the child is tired or distressed.

Offer large/tactile objects, high-contrast or raised pattern cards, plain-text/read-aloud prompts, sign, AAC and an adult who moves objects only under the child's direction. Record the format. A silent symbol route can show pattern reasoning but does not prove the child perceived an audible rhythm; do not treat this as a lesser score on a visual/tactile task. Count the mathematics shown, not pronunciation, handwriting, speed or public performance. Keep identifiable records in the school's private system.

## Items and scoring

| Part | Fresh teacher prompt | Independent score |
| --- | --- | ---: |
| **A. Add to a set** | “Three library markers are on the mat; two more join.” Later: “Four garden markers are on the mat; three more join.” The child acts each out and counts the named set now. | Per story, 1 for showing the added action and 1 for the correct total: **4 possible**. |
| **B. Remove from a set** | “Six markers are at a stop; two leave the waiting mat.” Later: “Eight cones are on a floor mat; three move to storage.” Ask how many remain in the named place. | Per story, 1 for moving the stated number out of the named set and 1 for the correct remaining total: **4 possible**. |
| **C. Named place versus all places** | In the eight-cone story, ask “How many remain on the floor?” and separately “How many cones exist across floor and storage?” | 1 for each correct response: **2 possible**. |
| **D. AB** | Show dot–dash–dot–dash–dot–dash. “Copy it. Show the smallest part that keeps repeating. Continue three more.” | 1 copy, 1 unit, 1 continuation: **3 possible**. |
| **E. AAB** | Show leaf–leaf–pot twice. Ask the same three actions. | 1 copy, 1 unit, 1 continuation: **3 possible**. |
| **F. ABC** | Show arch–column–roof twice. Ask the same three actions. | 1 copy, 1 unit, 1 continuation: **3 possible**. |
| **G. Across forms** | Show line–dot–dot twice. “Use circle for line and square for dot. Copy the six positions in new shapes, then continue three.” | 1 for all six positions preserving the mapping, 1 for the next three: **2 possible**. |

**Maximum: 21 points if all items are assessed independently.** Record `A /4, B /4, C /2, D /3, E /3, F /3, G /2` and `total earned / total assessed`. This local rubric has no validated cutoff. Exact actions and domain patterns decide the next teaching move; do not use one total as an ability label.

### Answer key

| Part | Correct mathematics |
| --- | --- |
| A | 3 + 2 = 5; 4 + 3 = 7. Joining is shown with the actual objects. |
| B | 6 − 2 = 4 at the stop; 8 − 3 = 5 on the floor mat. The moved objects stay visible outside the named set. |
| C | Five remain on the floor; eight cones exist across floor and storage together. |
| D | Six-position copy dot, dash, dot, dash, dot, dash; smallest unit dot–dash; next dot, dash, dot. |
| E | Copy leaf, leaf, pot, leaf, leaf, pot; unit leaf–leaf–pot; next leaf, leaf, pot. |
| F | Copy arch, column, roof, arch, column, roof; unit arch–column–roof; next arch, column, roof. |
| G | Translated six positions circle, square, square, circle, square, square; next circle, square, square. |

## Copyable private note

```text
Learner code: ______  Dates: ______  Access format/language: __________
Independent / cued: ______   Fresh materials? ______
A __/4 or NA  B __/4 or NA  C __/2 or NA
D __/3 or NA  E __/3 or NA  F __/3 or NA  G __/2 or NA
TOTAL EARNED / ASSESSED: ____ / ____
Exact action, words or placement: ___________________________________
Next smallest teaching step: ______________  Recheck date: _________
```

## Respond and recheck

| Observation | Next teaching | Fresh recheck |
| --- | --- | --- |
| Addition result counts only new objects | Join both groups visibly; sweep around the named final set and count each once. | New 2 + 4 story with a different scene. |
| Subtraction result counts removed objects too | Give the remaining set a clear boundary; count inside it, then separately count all places. | New 7 − 3 story; ask for remaining and all. |
| Always adds the two spoken numbers | Act out a removal; ask which objects still meet the question's location. | One new addition and one new removal, mixed order. |
| Copies AB but cannot continue or show its unit | Bracket two complete AB units, copy them, then start a third. | New two-shape AB pattern with three more positions. |
| Alternates after an AAB or ABC display | Mark and read each full three-position unit. Keep the same unit while changing the objects. | Fresh AAB or ABC with the next three positions. |
| Original pattern correct but mapping to new form fails | Match one position at a time, preserving order and the unit. | New AB translation before returning to ABB. |
| Secure across fresh stories and pattern forms | Revisit in routines and continue to the next planned Foundation number, pattern and data lessons; include an accessible virtual material when locally available. | New context several days later, with an explanation. |

[AERO monitoring progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) informs this observe–teach–recheck approach; this pack has not been classroom piloted or standardised.