# Teacher-only fresh checks, keys and responses · mathematics Days 115 and 120

Keep this page out of learner view until each check. The [learner cards](LEARNER-CARDS.md) do not disclose these items. Check a child's access route first. Read day labels aloud when necessary; the assessed construct is sequence and connection, not word decoding. Preserve the **first independent** placement/reason before corrective talk. Record exact prompt, any repeat/model, mode and the next teaching step. A single response samples a target; it is not a whole-code attainment judgement.

## Day 115 · unseen “library window card” sequence

**Adult-read text, twice:** “In an imaginary library project, a group made a window card on **Thursday afternoon**. On **Friday morning**, it put the card on a table. On **Friday lunchtime**, people looked at it. On **Friday afternoon**, the group put the card away. A character drew a new card on **Saturday night time**.” This is fiction; it describes no learner's household or real tradition.

**Give:** shuffled large labels **Thursday, Friday, Saturday** plus **morning, lunchtime, afternoon, night time**; adult-read event cards “make first card,” “put on table,” “look at first card,” “put first card away,” “draw new card.” Do not point toward the order.

1. Ask child to order the three day labels from earliest to latest **in this story**.
2. Ask child to place the four part-of-day labels in their usual sequence **within a day**, then place the three Friday actions under their matching parts. An empty Friday night time is acceptable; do not invent an action.
3. Ask “Which happened earlier: making the first card or looking at it?” and “Can this imaginary story tell us what every child does on Friday?”

**Exact key:** Thursday → Friday → Saturday; morning → lunchtime → afternoon → night time. On Friday: **put on table = morning**, **look at first card = lunchtime**, **put first card away = afternoon**; no Friday night event stated. Making first card on Thursday afternoon is earlier than looking at it Friday lunchtime. The story cannot establish any real child's Friday actions. Saturday night time is a separate invented event, after the named Friday actions. Credit correct placement in speech, AAC, tactile placement or child-directed movement, with the mode logged.

**Diagnostic next move:** wrong day order → use a three-day run on the seven-card strip, then a fresh Tuesday–Thursday puzzle; day order right but part-of-day order wrong → enact/point through the four broad labels on a fictional day, then use new actions; labels ordered but events misplaced → reread one exact sentence and ask for its stated day/part before another fresh sentence; unsupported invented Friday-night event → teach “the source did not say,” then compare a new short event text. If access cue or label reading was the barrier, change the presentation and record **not observed** rather than a mathematics failure.

## Day 120 · unseen direct-duration comparison

**Setup:** Put two large paper lanes on the table. Label **A = paper-dot pointing** and **B = folding a broad paper ribbon**; adjust to a safe, accessible equivalent while preserving the start/stop order. Adult helper(s), not the assessed child, perform the actions. Give one shared accessible START cue to both. Stop **A first**, while B continues for a visibly/tactually/audibly distinct interval. Then stop B. Do not announce which “wins” or ask the child to work quickly. The child may ask to watch an identical replay; log it.

1. Ask which event stopped first and what was still happening at that moment.
2. Ask which lasted longer and for the observed reason, without exact seconds.
3. Show a **different** paper example in which A starts, B begins later, and B stops after A. Ask whether “B stopped later” **alone** proves B lasted longer, and how we could directly compare fairly.

**Exact key:** In the first run, A stopped first, B continued, and **B lasted longer because both began together and B continued after A stopped**. In the second example, the stop order alone **does not** establish which duration was longer because starts differ. Repeat with a shared start and observe stops, or compare both against the same accessible interval. Do not accept “B made more folds,” “B travelled farther,” “B was more fun,” or an invented clock number as the reason.

**Diagnostic next move:** names the longer event but no evidence → repeat a new start-together pair and stop one clearly while the other is ongoing; confuses first to stop with longer → hold the STOP A marker and ask what continued; uses amount/distance/speed → match both events' starts and attend to continuing/not continuing; claims the staggered-start case settles it → act out two contrasted staggered cases, then reset with a shared START. If vision/hearing/motor access fails, switch sensory channel and mark the original check **not observed**. If first response is correct, transfer to a new safe classroom pair with opposite stop order or same stop and require reasoning again.

## Record and interpretation

For each child, save task version, first order/comparison, quoted reason, any adult cue or replay, response route, corrected response and next lesson. Separate routine preference (“I eat after dark”) from mathematical day-part sequencing; the former is not scored wrong. A child may use a fictional event. English comprehension, HASS family/event knowledge and HPE emotion/help evidence belong in separate records.