# Days 91–100 mathematics check · teacher copy

**Purpose:** choose what to teach next after a fortnight of practical add/remove and a midyear revisit of numbers to at least 20. Use fresh large counters, an accessible ten-frame or equivalent. This is formative evidence, not a timed fluency ranking, a diagnosis, or a complete Foundation achievement-standard decision. Save first independent response, exact prompt, route and a later corrected response separately. **Not observed** means the item was inaccessible or not attempted; it is not zero.

## Four fresh tasks, with exact keys

1. **Number and comparison.** Hand over a full ten-frame and five loose counters. “Show me how many altogether and choose its numeral.” Expected **15**, represented as ten and five, with numeral **15**. Then show **13** as ten and three on a separate mat. “Which collection has more? How do you know?” Expected **15 is greater**, by two extra counters when tens match, an accurate count, or another visible valid reason. Do not score a lucky numeral choice as matched representation.
2. **Add and remove.** Start a new paper tray with **6** large square tokens. Add **3** round tokens. “How many are in the tray now?” Expected **9**; a child may count all, count on from six, or use a known part relation if they show/justify it. Reset to **9** with new tokens. Remove **2**. Expected **7** remain. Show the start, operation and end as separate evidence. No arithmetic symbol is required.
3. **Part–whole.** Give **8** identical safe counters and two trays. “Make two groups that use all eight. How many are in each? How do you know none is missing?” Any accurate split, including **0 and 8**, is valid. If a child uses 3 and 5, expected whole **8**. Ask for a second distinct split only if access and time permit; do not turn fluency speed into the criterion.
4. **Order.** Mix cards **0, 9, 14, 20**. Ask for least to greatest and one matching collection. Expected **0, 9, 14, 20**; zero can be an empty tray, fourteen a full ten-frame and four. A correct card order without any collection match is partial evidence of numeral order, not of representation.

Do not reuse the exact setup cards from Days 91–99 for independent assessment. If a child needs a repeated direction, log it; if they need an adult to move objects under their **own** direction, preserve the child's mathematical control. A child may point, sign, AAC-compose, type, use large textured pieces or a digital number model. Check sensory/motor access before interpreting a count error.

| Observation | Next teaching action |
| --- | --- |
| Skips/recounts an object | Use a stable row of 4–6, move each to a counted tray, then recheck a fresh set. |
| Says “fifty-one” or reverses 15/51 | Build one ten and five loose counters, pair it with numeral 15, then contrast with a new teen. |
| Counts final tray but not start/change | Photograph or draw the **start**, move objects visibly, then ask the child to narrate the operation before recounting. |
| Reorders cards but cannot show a matching collection | Build 9 and 14 with ten-frame support and compare one-to-one or ten-and-some. |
| Accurate and independently explained | Transfer to a fresh play, book, art or garden-paper situation; keep ordinary daily number review. |

**Private record:** learner code ___; date ___; access route ___; number 15 model ___; 15 vs 13 reason ___; 6 add 3 first ___; 9 remove 2 first ___; eight split ___; order ___; matched collection ___; exact prompt/help ___; next action ___; recheck date ___. School-approved private storage only.

Original assessment © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Proposed national curriculum links and official source are in [README.md](README.md). Human educator, accessibility and local-syllabus review pending.