# Days 101–110 mathematics checks · teacher copy

These are **formative** samples. Keep the fresh outlines and map unseen until Days 105 and 110. Check the locally adopted achievement standard across a broad body of work later; a correct name or single route is not proof of all spatial knowledge. Record first independent placement, exact prompt, access, child-controlled action, reason, adult help and later revision separately. Use large paper, tactile or digital symbols; if the mode blocks access, record **not observed** and arrange another.

## Day 105 · new shape set

Prepare five large same-colour cards **not used earlier**: an upright small triangle, a larger rotated triangle with unequal side lengths, a circle, a square turned on one corner, and a wide oblong rectangle. Keep consistent straight/curved outlines and mark no answers. Ask: “Put together cards you think have the **same familiar shape**. What did you check?” Then offer three large strips or an accessible digital equivalent: “Make a new triangle shape and tell/show how you know it belongs with your triangle group.” Finally ask for one reason the rotated square and oblong rectangle can be discussed together, and one clue that describes this square card more closely.

**Key:** both triangles have three straight sides and three corners, regardless of size/orientation. A closed three-strip outline with three straight sides is a valid created triangle even if it looks different from the cards. Circle has a curved continuous boundary; the turned square remains a square with four equal straight sides and four corners. The square and oblong share four straight sides and four corners; the square card has four equal sides while the oblong has unequal adjacent sides. Do not penalise “square is a rectangle” when the child shows a valid property-based reason. A child may choose a different defensible sorting rule if they state it and apply it consistently; ask a fresh shape-specific question before inferring a naming gap.

## Day 110 · new paper map

Make a **two-row, three-column** tactile or drawn paper map. Top row from left to right: **Lamp, Star, Cup**. Bottom row from left to right: **Mat, Book, Box**. Declare the page top and label each object orally; no child names or real locations. Place a paper visitor on **Book** (bottom middle). Say: “First go from **Book to Mat**. Then go from **Mat to Lamp**.” Do not point. Ask child to show each stop, name the final object and complete “The Lamp is ___ the Mat” on the stated page orientation. Then ask: “Where is the Star relative to the Book?”

**Key:** first stop Mat (bottom left), final Lamp (top left); Lamp is **above Mat**. Star is **above Book**. A child who jumps directly to Lamp has the final place but has not shown both connected legs. If the child calls Lamp “left of Star” that is also true, but the target sentence asks for its relation to **Mat**. Log any repeated direction or orientation cue. This map is **different** from the Week 22 practice map and from the English held-out route.

| Evidence | Next teaching move and new recheck |
| --- | --- |
| Sorts by colour/size although task says shape | Use neutral same-colour cards; trace sides/curves, then re-sort a new set. |
| Recognises an upright triangle but rejects a rotated one | Rotate one physical triangle while keeping its three edges visible, then use a new tilted outline. |
| Names square/rectangle but cannot justify | Match adjacent sides with equal-length strips, compare a new square/oblong pair, accept inclusive square–rectangle reasoning. |
| Gives position word without reference | Ask “Above **what**?” and move the reference; recheck a new paired layout. |
| Reaches end without first stop | Place three large Start/First/Next cards and pause at each, then follow a different two-leg map. |
| Works accurately and explains independently | Ask child to create a different valid shape arrangement or give a route for another paper visitor; keep ordinary review. |

**Private record:** learner code ___; date ___; Day 105 first sort/rule ___; created shape and reason ___; square/oblong reasoning ___; Day 110 first leg ___; final object ___; Lamp relative to Mat ___; Star relative to Book ___; response/access and adult cue ___; correction after feedback ___; next lesson ___; recheck date ___. School-approved storage only.

Original cards, keys and diagnostic moves © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Scope/source in [README.md](README.md). Human educator, accessibility and local syllabus review pending.